evaluation of the statewide stem advanced placement ... · web view2,332 8.1% 35.1% 2.8% 4,060...

MA Department of Elementary and Secondary Education

Evaluation of the Statewide STEM Advanced Placement Program Year 2 Final Report

April 2015

Contents

Tables and Figures.....................................................................................................................iiiIntroduction..................................................................................................................................1Methodology................................................................................................................................3

Evaluation Design..............................................................................................................3Data Collection Activities...................................................................................................4Data Analysis.....................................................................................................................5

Results..........................................................................................................................................6

AP Course Offerings..........................................................................................................6AP Course Participation...................................................................................................10AP Exam Taking and Passing.........................................................................................12

Conclusion.................................................................................................................................21

Appendix A.................................................................................................................................23Appendix B.................................................................................................................................38Appendix C.................................................................................................................................59

UMass Donahue Institute Applied Research & Program Evaluation

Year 2 Advancing STEM AP Final Report Tables and Figures

Tables and Figures

Figure 1. Advancing STEM AP Logic Model.............................................................................................................4

Table 1. Number of AP Courses and Sections Offered SY12–SY14.......................................................................7

Table 2. AP Course Participation by Participation by High Need & Non-High Students SY12–SY14....................11

Table 3. AP Course Participation by Gender SY12–SY14....................................................................................11

Table 4. AP Course Participation by Race/Ethnicity SY12–SY14..........................................................................12

Figure 2. Numbers of Test Takers by AP Area.......................................................................................................14

Figure 3. Percent of Test Takers Who Passed.......................................................................................................14

Table 6. AP Exam Taking and Passing by High Needs and Non-High Needs Students SY12–SY14...................15

Table 7. AP Exam Taking and Passing by Gender SY12–SY14...........................................................................16

Table 8. AP Exam Taking & Passing by Race/Ethnicity—At Least One Exam SY12–SY14.................................17

Table 9. AP Exam Taking & Passing by Race/Ethnicity—ELA SY12–SY14.........................................................18

Table 10. AP Exam Taking & Passing by Race/Ethnicity—Mathematics SY12–SY14..........................................19

Table 11. AP Exam Taking & Passing by Race/Ethnicity—Science SY12–SY14..................................................20


Year 2 Advancing STEM AP Final Report Introduction

Introduction

The Massachusetts Department of Elementary and Secondary Education (ESE) is engaged in numerous initiatives to increase the college and career readiness of students in the Commonwealth, to reduce proficiency gaps and improve academic achievement for all population groups, and to enhance the “STEM pipeline” of students who are interested in and well prepared for postsecondary education and careers in science, technology, mathematics, and engineering.

One of these initiatives is the Advancing STEM through an Advanced Placement Science and Mathematics program (hereafter “the program” or the “Advancing STEM AP program”). The goals of the program are to:

1. Increase AP science and mathematics course availability, particularly at schools with limited AP science and mathematics offerings and high percentages of low income and minority students;

2. Increase access to and participation in AP science and mathematics courses, particularly for students from ethnic, racial, gender, English proficiency, and socioeconomic groups that have been traditionally underserved, so the demographics of these courses better reflect the diversity of the student population of the school and district;

3. Increase student achievement in AP science and mathematics courses, particularly to close Massachusetts academic achievement gaps;

4. Increase readiness for college-level study in STEM fields;

5. Improve science and mathematics teacher effectiveness, including content knowledge and pedagogical skills; and

6. Increase student interest in pursuing a STEM degree or a STEM-related career after high school.

In order to meet these program goals and track efforts to improve student achievement, ESE contracted the Mass Insight Education’s Mass Math + Science Initiative (MMSI) as a vendor to implement tasks and responsibilities aligned with the purposes of the program. The implementation of the statewide Advancing STEM AP program involves four key central tasks to be implemented in 61 partner schools:

1. Increase participation in AP science and mathematics courses, particularly among underserved populations;

2. Increase performance in AP science and mathematics courses, particularly among underserved populations;

3. Increase the number of new and/or additional AP science and mathematics courses offered by the partner districts and schools; and

4. Work in conjunction with statewide Race to the Top (RTTT) pre-AP teacher training program to align efforts of both programs in those districts participating in both programs.

In their work to complete these tasks, MMSI was responsible for a variety of activities, including maintaining partnerships with schools with high percentages of minority and low income students, encouraging recruitment of minority and low income students into AP science and mathematics classes, educating stakeholders about the benefits of the AP program and STEM careers, assisting districts in eliminating barriers to STEM AP courses faced by typically underserved students, conducting extracurricular study sessions and test preparation sessions, providing exam fee subsidies to low income students, supporting professional development for STEM AP teachers, supporting teacher attendance at the College Board’s AP summer institute, encouraging curriculum


Year 2 Advancing STEM AP Final Report Introduction

alignment, providing guidance and funds for equipment in new or expanded STEM AP courses, monitoring teacher effectiveness and fidelity to the implementation of the program, and assisting vertical teams of grade 6–10 pre-AP trained science and mathematics teachers and STEM AP teachers.

ESE contracted the University of Massachusetts Donahue Institute (UMDI) to conduct the multiyear evaluation of the Advancing STEM AP program. The Year 1 interim and final evaluation reports were submitted previously. This report addresses the evaluation of Year 2 of the project.

Analysis of the data collected during program implementation is intended to yield findings regarding:

Professional development and support offered to new and existing teachers of science, mathematics, and English at schools that participate in the Advancing STEM AP program, as well as intended increases in knowledge and pedagogical skills among these teachers.

Strategies used to increase science and mathematics AP course availability, and to identify and encourage participation of typically underserved students in these courses, as well as to participate in Advanced Placement exams.

The interim report submitted in September 2014 described findings from the initial evaluation activities that were conducted during the second year of the project: interviews with MMSI personnel, a teacher survey, and analysis of MMSI teacher training participation data.

This final report describes the extent to which AP courses are offered in schools served by the Advancing STEM AP program, student participation in these schools and courses, and AP exam participation and passing rates. Analyses focus on the same 48 schools that were featured in the Year 1 evaluation.

It is important to note that the results provided in this report are intended to provide insight into the Advancing STEM AP sites for the years of UMDI’s external program evaluation. These results do not include data collected in the years of prior program implementation and so, perhaps, do not give the most complete picture of the advancements in STEM AP measures since the program’s inception.


Year 2 Advancing STEM AP Final Report Methodology

Methodology

Evaluation DesignThis evaluation study uses a mixed-method design. The interim report focused on quantitative information gathered through a teacher survey and teacher training participation data provided by the vendor, as well as qualitative data drawn from interviews of key personnel and open-ended survey items. Those findings informed the following research questions:

What support has been provided for district efforts to offer additional AP courses?

What professional development has been offered to current and newly recruited AP teachers?

Have STEM teachers who received professional development increased their knowledge and pedagogical skills relevant to increasing student success in AP courses and exams?

What strategies have been used to increase AP course availability, identify underrepresented students, and encourage them to take AP courses?

The final portion of the evaluation, described in this final report, includes quantitative analysis of data to inform the number and type of AP courses offered by the schools included in the Advancing STEM AP initiative, the number of students taking and passing those courses, and the number of students taking and passing AP exams. The findings address the following research questions:

Has availability of AP science and mathematics courses increased, particularly in schools with limited offerings?

Has participation in AP science and mathematics courses increased, particularly by students in typically underserved populations?

Has successful AP course completion increased among students in typically underserved populations?

Has AP exam participation of underrepresented students increased?

Have AP exam scores of underrepresented students increased?

Based on the findings from interviews and educator surveys described in the interim report, it became clear that English language arts (ELA) courses and teachers are an integral part of the Advancing STEM AP initiative. Thus, ELA has also been included in this portion of the study. All analyses of AP course availability, AP course participation, and AP exam taking and passing include ELA, mathematics, and science.

In collaboration with ESE, the determination was made to use SY 2011–2012 (SY12) as baseline year for this evaluation. Thus, the first year evaluation compared data from the baseline to the Year 1, SY 2012–2013 (SY13), data. During this second year evaluation, a third data point has been added with SY 2013–2014 (SY14). All tables include data from SY12, SY13, and SY14.

The research questions described above are based on the logic model depicted in Figure 1.


Support district efforts to offer additional Advanced Placement courses

Provide PD to current and newly recruited Advanced Placement teachers

Identify and encourage underrepresented students to enroll inAdvanced Placement courses

Increased underrepresented student participation in AP courses

Improved teacher knowledge and skills

More students from underrepresented groups successfully completing ELA, mathematics, and science AP exams coursework

Core ActivitiesIncreased AP course availability

Intermediate Outcomes

Overall Outcome


Figure 1. Advancing STEM AP Logic Model

Data Collection ActivitiesThe data to address the last set of research questions for this final report comprise large data sets as described below.

ESE Databases UMDI submitted an Interagency Service Agreement to ESE to obtain data from the following student-level and teacher-level databases:

Advanced Placement Student Information Management System (SIMS) Student Course Schedule (SCS) Education Personnel Information Management System

MMSI Database MMSI has provided UMDI with a database of all schools that have participated in the Advancing STEM AP initiative. The database includes school, district, MMSI cohort, and ESE school code. This database includes schools that have worked in this program with MMSI since 2008. However, this evaluation includes the 48 schools that originally participated in both SY12 and SY13 (for the first evaluation). Follow-up data are provided for these schools for SY14 as well.



Data AnalysisData for all schools involved in the Advancing STEM AP evaluation were extracted from ESE databases for analysis. Variables from the MMSI database were merged with ESE data to provide additional demographic information about the schools. Data were analyzed initially using descriptive statistics. Analysis of Variance was used to test for statistically significant differences with some aggregated data.

Advanced Placement databases were merged with SIMS data to provide variables for subgroup analysis. Students who took an AP exam in ELA, mathematics, or science were included in the analysis.

SCS databases were also merged with demographic variables from SIMS.1 The number of unique ELA, mathematics, and science courses and course sections offered overall and in each school was identified based on a combination of the SCS course location, course code, and section number. Sections offered at colleges or online are not included in section counts. To identify students who were enrolled in AP courses, as well as those who completed, passed, and earned credit for the courses, variables were created to track levels of participation.

For the AP exam taking and passing section, data were analyzed at two levels. Descriptive analyses were performed on student-level data, and inferential analyses, in the form of repeated measures general linear modeling procedures, were performed on school-level data. In the GLM analyses, dependent variables included the number and percentage of exam takers, the percentage of exam takers who passed, and the percentage of students who passed as a proportion of the larger population of students. Independent variables included gender, high needs status, and data point. Separate procedures were performed on the data for each exam type (ELA, mathematics, science, and a composite variable assessing the taking of at least one English, mathematics, or science exam).

All data were analyzed using a statistical software package (SPSS).

1 About 160 students transferred from one program school to another in the course of the 2014 school year. Absent a means to assign “credit” for the student to either of the two schools, these students were double-counted in these analyses. Such transferring students made up a very small percentage of the 2014 data—just 0.3% of students.


Year 2 Advancing STEM AP Final Report Results

Results

This section contains the findings related to Advanced Placement course offerings, participation in AP courses, and AP exam taking and passing.

AP Course OfferingsAP course offerings were determined using data from ESE’s Student Course Schedule databases for SY12, SY13, and SY14. Across all schools in the Advancing STEM AP program, the number of courses offered in ELA, mathematics, and science has remained fairly constant from SY12 through SY14. The number of sections, however, has increased somewhat over the years. There was an initial spike in SY13 from SY12, and although the total number of sections dropped from SY13 to SY14, there are still more sections in SY14 than in SY12.

ELA course offerings remained nearly constant, with 84 courses in SY12 and 83 courses in SY13 and SY14. Mathematics course offerings remained at 96 from SY12 to SY14 with SY13 offerings slightly higher (101). Science course offerings decreased from SY12 of 101 to 96 in SY14. The number of sections offered for ELA, mathematics, and science followed the pattern of increases from SY12 to SY13, and then decreases from SY13 to SY14, but with an overall gain from SY12 to SY14.

Results by school are fairly stable across years, although some schools have expanded capacity, mostly by adding sections to already existing courses. In some cases, schools added courses or sections in one area but dropped some in other areas. For example, Agawam High School from SY12 to SY13 increased ELA sections for their 2 courses from 7 to 10, increased science sections from 5 to 6 for their 3 courses, but decreased mathematics sections from 6 to 4 for their 3 courses. This was a net gain of 2 sections. However in SY14, they lost the 3 sections added in ELA and the 1 in science, but gained 3 sections in mathematics. They are essentially in the same place in SY14 as in SY12, but with 1 section gained in mathematics.

Some schools, on the other hand, made modest but steady gains. Chelsea from SY12 to SY13 gained 2 sections of ELA (3 to 5) and in SY14 gained 1 mathematics section (2 to 3) and 1 science section (from 3 to 4). The number of courses remained constant. Middleborough from SY12 to SY14 increased their mathematics courses (2 to 3) and sections (5 to 9), ELA sections (4 to 7), and science sections (2 to 5). Mendon-Upton’s Nipmuc Regional High School gained 1 section in ELA, 1 course and 3 sections in mathematics, and 1 section in science.

Some schools fared somewhat worse in SY14. Most notably, Worcester’s North High School kept the same number of course offerings in ELA, mathematics, and science over the three years. However, the number of sections fluctuated widely. ELA sections went from 8 in SY12 to 12 in SY13 and down to 4 in SY14. Mathematics sections went from 9 in SY12 to 12 in SY13 and down to 4 in SY14. Science sections were at 9 in both SY12 and SY13, but dropped to 3 in SY14. Uxbridge High School also lost ground, going from 2 courses in each area in SY12 and SY13 to only 1 course in each area in SY14. In addition, sections decreased in all areas from SY12 and SY13 to SY14 (ELA 6 to 2, mathematics 6 to 1, and science 6 to 1). It is not clear why either of these schools experienced such a loss in courses and/or sections. North High School was active in the intervention for five years and Uxbridge High School for three years, and both received sustained support from the program during SY14.

All results by school are shown in Table 1.


6



7


Table 1. Number of AP Courses and Sections Offered SY12–SY14

District/School ELA Mathematics Science# Courses # Sections # Courses # Sections # Courses # Sections

All Schools2012 84 188 96 145 101 1442013 83 201 101 161 100 1632014 83 193 96 149 96 148

Agawam High School2012 2 7 3 6 3 52013 2 10 3 4 3 62014 2 7 3 7 3 5

Athol High School2012 2 2 2 2 2 22013 2 3 2 2 1 12014 2 2 2 2 0 0

Attleboro High School2012 2 5 3 5 3 52013 2 10 3 5 2 32014 2 11 2 4 2 4

Bellingham High School2012 1 4 1 1 3 32013 1 4 2 2 3 42014 1 5 1 1 3 4

Boston–Boston Community Leadership Academy

2012 2 4 3 4 1 12013 2 4 3 3 1 12014 2 3 3 3 0 0

Boston–Brighton High School2012 2 3 2 2 2 22013 2 4 1 2 1 12014 2 3 1 1 2 3

Boston–Community Academy of Science and Health

2012 2 2 2 2 1 12013 2 2 2 2 1 12014 2 2 1 1 1 1

Boston–East Boston High School2012 2 4 2 2 2 22013 2 4 2 3 2 32014 2 3 2 3 2 2

Boston–Edward M. Kennedy Academy for Health Careers

2012 2 2 2 2 1 12013 1 1 1 1 1 12014 2 3 1 1 1 1

Boston–John D. O’Bryant School of Mathematics and Science

2012 2 5 3 4 3 32013 2 5 3 5 3 32014 2 5 3 4 3 4

Boston–New Mission High School

2012 2 2 1 1 1 12013 2 3 1 1 1 12014 2 2 1 1 1 1

Boston Collegiate Charter School2012 2 3 1 2 0 02013 2 2 2 2 0 02014 2 2 2 2 0 0

Chelsea High School2012 2 3 2 2 3 32013 2 5 2 2 3 32014 2 5 2 3 3 4


8




Danvers High School2012 2 4 3 5 3 32013 2 4 3 7 3 32014 2 4 3 7 3 3

Dedham High School2012 1 5 2 3 3 32013 1 4 2 6 3 42014 1 5 2 4 3 4

Douglas High School2012 2 3 2 2 2 22013 1 1 2 3 2 22014 1 1 2 3 2 2

Dracut High School2012 2 4 2 2 3 42013 2 4 2 2 2 32014 2 4 2 2 3 4

Easthampton High School2012 2 5 1 2 1 22013 2 4 1 2 1 22014 2 6 2 3 1 2

Fall River–B.M.C. Durfee High School

2012 2 6 3 5 3 42013 2 7 3 5 3 42014 2 6 3 4 3 4

Gill-Montague–Turner’s Falls High School

2012 1 1 2 2 1 12013 2 2 2 2 1 12014 2 2 2 2 1 1

Greenfield High School2012 2 4 2 2 1 12013 2 4 2 2 1 12014 2 4 2 2 2 2

Malden High School2012 2 5 3 4 3 62013 2 4 3 6 3 52014 2 5 3 6 3 7

Marlborough High School2012 2 7 3 3 4 62013 2 7 3 3 4 62014 2 7 3 3 4 6

Mashpee High School2012 2 6 2 3 3 42013 2 5 2 3 3 32014 2 5 2 2 3 3

Mendon-Upton–Nipmuc Regional High School

2012 2 3 1 1 2 22013 2 3 2 3 2 22014 2 4 2 4 2 3

Methuen High School2012 1 5 2 5 0 02013 1 5 2 4 0 02014 1 4 2 6 0 0

Middleborough High School2012 2 4 2 5 2 22013 2 4 3 5 2 62014 2 7 3 9 2 5


9




Narragansett Regional High School

2012 1 1 2 2 1 12013 1 2 2 2 1 12014 1 1 2 2 0 0

Northampton High School2012 2 9 2 3 4 82013 2 9 2 4 3 82014 2 10 2 3 3 8

Northbridge High School2012 2 3 3 4 2 32013 2 4 3 4 2 52014 2 4 3 4 2 3

Norton High School2012 0 0 2 4 1 12013 0 0 2 3 2 22014 0 0 2 4 1 1

Palmer High School2012 2 3 2 2 1 12013 2 4 2 3 1 12014 2 3 2 2 1 2

Peabody Veteran’s Memorial High School

2012 0 0 2 5 3 62013 0 0 2 5 3 82014 0 0 2 5 3 7

Quaboag Regional Middle High School

2012 2 5 2 2 2 32013 2 5 2 2 2 42014 2 4 2 2 1 1

Randolph High School2012 2 4 3 5 2 32013 2 4 3 4 3 42014 2 3 3 3 2 3

Salem High School2012 2 4 2 3 4 42013 2 4 2 2 3 32014 2 6 2 5 3 4

Salem Academy Charter School2012 1 1 2 2 0 02013 1 1 2 2 0 02014 1 1 1 1 1 1

South Hadley High School2012 2 5 2 3 2 32013 2 7 2 4 2 52014 2 7 2 2 2 5

Springfield–Central High School2012 1 1 2 2 3 62013 1 1 2 2 3 62014 1 1 2 2 3 6

Springfield–High School of Science & Technology

2012 1 1 1 1 2 22013 1 1 1 1 3 62014 1 1 1 1 3 4

Uxbridge High School2012 2 6 2 6 2 62013 2 6 2 6 2 62014 1 2 1 1 1 1


10




Ware Junior Senior High School2012 2 2 0 0 1 22013 2 2 1 1 1 22014 2 2 0 0 1 2

West Springfield High School2012 2 7 1 1 3 32013 2 7 3 3 3 42014 2 8 2 2 2 2

Winthrop High School2012 2 3 2 2 2 42013 2 3 2 4 3 52014 2 3 2 4 3 5

Worcester–Burncoat High School2012 2 6 2 2 3 32013 2 5 2 2 3 42014 2 6 2 3 3 5

Worcester–North High School2012 2 8 2 9 3 92013 2 12 2 12 3 92014 2 4 2 4 3 3

Worcester–South High Community School

2012 2 6 2 6 3 52013 2 5 2 6 3 52014 2 6 2 6 3 6

Worcester–Technical High School

2012 2 5 1 2 1 2

2013 2 4 1 2 2 42014 2 4 2 3 2 4

AP Course Participation AP course participation data were compiled from ESE’s Student Course Schedule databases for SY12, SY13, and SY14.

AP course participation for students in Advancing STEM AP schools is shown in Tables 2–4. The tables display the number of students who enrolled, completed, passed, and earned credit in at least one AP course during these three years by high need and non-high need students, by gender, and by race/ethnicity. “High need students” include English Language Learners (ELLs), former ELLs, low income students, and students with disabilities. Percentages are based on all students enrolled in Advancing STEM AP schools (48,287 in SY12; 43,600 in SY13; 47,627 in SY14).

Overall, student participation in AP courses as far as enrollment, completion, passing, and earning credit decreased approximately one percentage point from SY13 to SY14, after having increased from SY12 to SY13 by approximately three percentage points. The decreases, however, are not statistically significant. As shown in Table 2, these decreases affect both high need and non-high needs groups, although the decrease for high needs students is slightly more.


11


Table 2. AP Course Participation by Participation by High Need & Non-High Students SY12–SY14Enrolled

in CourseCompleted

CoursePassed Course

Earned Course Credit

N Year # % of All # % of All # % of All # % of All

All Schools 48,287 2012 5,729 11.9% 5,312 11.0% 5,177 10.7% 4,945 10.2%42,600 2013 6,486 14.9% 6,072 13.9% 5,945 13.6% 5,755 13.2%47,627 2014 6,424 13.5% 6,076 12.8% 5,827 12.2% 5,604 11.8%

High Needs27,628 2012 1,945 7.0% 1,807 6.5% 1,727 6.3% 1,598 5.8%24,733 2013 2,406 9.7% 2,200 8.9% 2,127 8.6% 2,106 8.5%28,926 2014 2,444 8.4% 2,271 7.9% 2,116 7.3% 2,082 7.2%

Non-High Needs20,659 2012 3,784 18.3% 3,505 17.0% 3,450 16.7% 3,347 16.2%

18,867 2013 4,080 21.6% 3,872 20.5% 3,818 20.2% 3,649 19.3%18,701 2014 3,980 21.3% 3,805 20.3% 3,711 19.8% 3,522 18.8%

Table 3 shows course participation by gender. The percentages for both females and males enrolled, completed, passed, and earned credit decreased by about two percentage points from SY13 to SY14, after have increased several percentage points from SY12 to SY13. Participation overall is still somewhat higher in SY14 than in SY12.

Table 3. AP Course Participation by Gender SY12–SY14Enrolled

in CourseCompleted

CoursePassedCourse

EarnedCourse Credit


All Schools 48,287 2012 5,729 11.9% 5,312 11.0% 5,177 10.7% 4,945 10.2%42,600 2013 6,486 14.9% 6,072 13.9% 5,945 13.6% 5,755 13.2%47,627 2014 6,424 13.5% 6,076 12.8% 5,827 12.2% 5,604 11.8%

Female23,692 2012 3,426 14.5% 3,184 13.4% 3,116 13.2% 2,979 12.6%21,595 2013 3,949 18.3% 3,697 17.1% 3,632 16.8% 3,529 16.3%23,363 2014 3,803 16.3% 3,613 15.5% 3,489 14.9% 3,359 14.4%

Male24,595 2012 2,303 9.4% 2,128 8.7% 2,061 8.4% 1,966 8.0%

22,005 2013 2,537 13.4% 2,375 12.6% 2,313 12.3% 2,226 11.8%24,264 2014 2,621 10.8% 2,463 10.2% 2,338 9.6% 2,245 9.3%

Overall, course participation has decreased for most races/ethnicities by approximately one percentage point from SY13 to SY14, as shown in Table 4. Only Asian students showed a slight increase in course enrollment and completion, but then dropped in relation to passing and earning credit for a course.


12


Table 4. AP Course Participation by Race/Ethnicity SY12–SY14Enrolled

in CourseCompleted

CoursePassed Course

Earned Course Credit


All Schools 48,287 2012 5,729 11.9% 5,312 11.0% 5,177 10.7% 4,945 10.2%43,600 2013 6,486 14.9% 6,072 13.9% 5,945 13.6% 5,755 13.2%47,627 2014 6,424 13.5% 6,076 12.8% 5,827 12.2% 5,604 11.8%

White27,006 2012 3,671 13.6% 3361 12.4% 3,310 12.3% 3,321 12.3%24,210 2013 4,117 17.0% 3,863 16.0% 3,822 15.8% 3,661 15.1%25,665 2014 4,041 15.7% 3,824 14.9% 3,742 14.6% 3,562 13.9%

Black or African American6,003 2012 625 10.4% 588 9.8% 554 9.2% 506 8.4%5,617 2013 720 12.8% 669 11.9% 640 11.4% 636 11.3%6,197 2014 698 11.3% 661 10.7% 631 10.2% 623 10.1%

Asian2,410 2012 575 23.9% 560 23.2% 546 22.7% 523 21.7%2,316 2013 647 27.9% 621 26.8% 613 26.5% 603 26.0%2,444 2014 694 28.4% 665 27.2% 580 23.7% 566 23.2%

American Indian or Alaska Native

168 2012 18 10.7% 17 10.1% 16 9.5% 16 9.5%150 2013 19 12.7% 16 10.7% 16 10.7% 16 10.7%162 2014 20 12.3% 19 11.7% 16 9.9% 16 9.9%

Native Hawaiian or Other Pacific Islander

49 2012 11 22.4% 10 20.4% 9 18.4% 9 18.4%41 2013 6 14.6% 6 14.6% 5 12.2% 5 12.2%42 2014 2 4.8% 2 4.8% 2 4.8% 2 4.8%

Hispanic/Latino

12,651 2012 829 6.6% 776 6.1% 742 5.9% 670 5.3%

11,266 2013 977 8.7% 897 8.0% 849 7.5% 834 7.4%

13,117 2014 969 7.4% 905 6.9% 856 6.5% 835 6.4%

Appendix A includes student participation in AP courses by school. Table A-1 includes all students by school. Table A-2 includes student participation disaggregated by high needs and non-high needs students. Table A-3 includes student participation by gender.

AP Exam Taking and PassingThe number of students taking and passing AP exams for schools in the Advancing STEM AP program were determined using ESE’s AP database merged with the SIMS database. This section presents data about students taking exams, expressed as a percentage of the total populations of participating schools, and students passing exams, expressed as a percentage of both the total populations of participating schools (number passing divided by all students) and the number of exam takers in these schools (number passing divided by the number of exam takers).

Specifically, analysis of AP exam taking and passing in this section includes:

1. Percentages of students who take an AP exam out of the total population of students in the schools. These calculations are shown in the column of the tables labeled “% Taking Exam.” The denominator in these calculations is the total student population in program schools.


13


2. Percentages of students who pass (as defined by a score of 3 or greater) an AP exam out of the total population of students in the schools. These calculations are shown in the column of the tables labeled “% of All Scoring ≥ 3.” The denominator in these calculations is the total student population in program schools.

3. Percentages of students who pass an AP exam out of the students who took that exam (“exam takers”). These calculations are shown in the column of the tables labeled “% Takers Scoring ≥ 3.” The denominator in these calculations is the number of students who actually took an AP exam in the schools.

Denominators are sometimes italicized to avoid possible confusion, for example, “the percentage of exam takers who passed at least one AP exam.” In this report, “AP area” refers to the four measures of exam taking and passing: the ELA exam, the mathematics exam, the science exam, and a composite measure of all three, called “at least one.” As its name implies, “at least one” assesses taking and passing of at least one of the ELA, mathematics, or science AP exams.

Descriptive analyses in tables show results overall, as well as results disaggregated by high needs and non-high needs students, by gender, and by race/ethnicity.

As discussed in the Methodology section, student-level data were treated with descriptive analyses and school-level data with inferential analyses in the form of GLM procedures. For the school-level analyses, dependent variables included the number and percent of takers, the percentage of exam takers who passed and the percentage of students who passed out of the larger population of students. Independent variables included gender, high needs status, and time (year). Race/ethnicity was not included as an independent variable; all comparisons of race/ethnicity differences were performed on student-level data only.

While in principle findings from different levels of analysis need not be consistent with each other—and can even be contradictory—here the findings from the two levels of analysis are quite consistent. The two analysis types have therefore been combined in hybrid fashion, with student-level findings often followed by p-values from school-level GLM procedures. If a finding was based on several GLM procedures with differing significance levels, the highest p-value was reported.

Overall, about 13% of students in program schools took at least one AP exam (ELA/mathematics/ science) in SY14; of these, about 50% passed the test. Relative to SY12, the numbers and the percentage of students taking at least one exam (ELA/mathematics/science) increased about one and a half percentage points in program schools (p < .05). As for performance changes over time, the percentages of exam takers who passed at least one exam (ELA/mathematics/science) went down about two and a half percentage points, though this decrease was not statistically significant. The percentage of students who took and passed at least one exam (out of the total population of the schools) went up about half a percentage point (p < .05).

Figure 2 shows the numbers of test takers over time in program schools. ELA was the most popular exam, with far fewer students taking mathematics and science exams. The absolute numbers of students taking exams in all four areas increased in 2014 relative to 2012, though this increase reached statistical significance for only students taking at least one exam (ELA/mathematics/science) and students taking math (p < .01).


14


Figure 2. Numbers of Test Takers by AP Area

Overall, about 850 more exams were taken by students in 2014 than in 2012. Note that test taking increased from 2012 to 2013 and subsequently decreased from 2013 to 2014. This pattern—an increase from 2012 to 2013, followed by a decrease back to the 2012 numbers in 2014—appears throughout the data in this report; the bulk of the comparisons discussed therefore focus on the years 2012 and 2014. It is unclear why the numbers increased in 2013. The increase may have been real, brought about by changes in instruction or policy, or it may have been an artifact of reporting or some other issue with the data.

Figure 3 presents the percentages of students passing exams out of the total populations of the program schools. Relative to 2012, there were statistically significant increases for mathematics, science, and the composite measure of students taking at least one exam (ELA/mathematics/science) in 2014 (p < .05). The ELA rate decreased relative to 2012, but this trend did not reach significance in the school-level data.

Figure 3. Percent of Test Takers Who Passed

2012 2013 20140%1%2%3%4%5%6%7%8%

Percent of students in program schools taking and pass-ing exams by AP area

ELAMathScienceAt Least One


15

2012 2013 20140

1,000

2,000

3,000

4,000

5,000

6,000

7,000

Numbers of test takers by AP area

ELAMathScienceAt Least One

Numbers of Takers


Table 6 summarizes the overall statistics for AP exam taking and passing by subject, as well as for those who have taken at least one exam (ELA/mathematics/science), disaggregated by high needs and non-high needs students. Both high needs and non-high needs columns include the number of students taking the exam along with the percentage of all students in each subgroup population. Also included is the percentage of exam takers who passed, scoring a 3 or greater on the exam. In the final column in each subgroup is the percentage of students in the subgroup who passed based on the total participating population.

Table 6. AP Exam Taking and Passing by High Needs and Non-High Needs Students SY12–SY14

AP Area Year High Needs Non-High Needs# Taking

Exam% Taking

Exam*% Takers

Scoring ≥ 3†% All HN

Scoring ≥ 3*# Taking

Exam% Taking

Exam*% Takers

Scoring ≥ 3†% All Non-HN Scoring ≥ 3*

ELA2012 1,158 4.2% 34.9% 1.5% 2,612 12.6% 59.8% 7.6%2013 1,458 5.9% 30.2% 1.8% 2,841 15.1% 56.1% 8.4%2014 1,442 5.0% 30.7% 1.5% 2,671 14.3% 55.3% 7.9%

Mathematics2012 682 2.5% 37.1% 0.9% 1,428 6.9% 55.0% 3.8%2013 883 3.6% 33.3% 1.2% 1,572 8.3% 50.3% 4.2%2014 866 3.0% 34.9% 1.0% 1,513 8.1% 56.7% 4.6%

Science2012 616 2.2% 34.6% 0.8% 1,372 6.6% 52.0% 3.5%2013 787 3.2% 37.6% 1.2% 1,544 8.2% 54.9% 4.5%2014 865 3.0% 34.1% 1.0% 1,520 8.1% 57.2% 4.6%

At Least One2012 1,816 6.6% 37.7% 2.5% 3,847 18.6% 59.2% 11.0%2013 2,263 9.1% 35.5% 3.2% 4,168 22.1% 57.3% 12.7%2014 2,332 8.1% 35.1% 2.8% 4,060 21.7% 58.2% 12.6%

* Based on the total student population in all participating schools.† Based on the number of students who actually took an AP exam.

For the subgroups, high needs students’ participation and performance lags behind that of non-high needs students. For all three years and across all exam areas, the percentage of high needs students taking AP exams is much lower than the percentage of non-high needs students (p < .01). Among exam takers, passing of at least one exam (ELA/mathematics/science) is also lower for high needs students (p < .01). The results for gender are more complicated. Although the percentage of females taking exams is higher than males (p < .05), the percentage of exam takers who pass is higher for males than for females (p < .05).

In 2014, high needs students trailed their non-high needs counterparts in participation and performance on AP exams. The percentage of students taking AP exams is much lower for high needs students than non-high needs students (p < .01). This pattern was also identified in the previous report for school years 2012 and 2013. In fact, this gap in exam taking widened slightly relative to 2012 in all exam areas, though this trend only reached significance for the composite measure of students taking at least one exam (ELA/mathematics/science) (p < .01).

The percentage of high needs exam takers who passed in 2014 was lower than for non-high needs takers for all test areas (p < .01) except mathematics, which was not significantly different. The percentage of high needs students who passed exams relative to their overall numbers in program schools was lower than for non-high needs students (p < .01). This gap also widened slightly for both science and the composite measure of students taking at least one exam (ELA/mathematics/science) (p < .05).


16


Appendix B includes four tables that display the results of analysis disaggregated by high needs and non-high needs students by school. Table B-1 includes results for taking at least one exam (ELA/mathematics/science); Table B-2, for ELA exams; Table B-3, for mathematics exams; and Table B-4, for science exams.

Table 7 summarizes the overall statistics for exam taking and passing by subject, as well as for those who have taken at least one exam (ELA/mathematics/science), disaggregated by gender. Both “female” and “male” columns include the number of students taking the exam along with the percentage of takers relative to the total participating population of that gender. Also included is the percentage of exam takers who passed and, in the final column for each gender, the percentage of students who passed based on the total participating population of that gender.

Table 7. AP Exam Taking and Passing by Gender SY12–SY14

AP Area Year Female Male# Taking

Exam% Taking

Exam*% Takers

Scoring ≥ 3†% of Females Scoring ≥ 3*

# Taking Exam

% Taking Exam*

% Takers Scoring ≥ 3†

% of Males Scoring ≥ 3*

ELA2012 2,497 10.5% 50.2% 5.3% 1,273 5.2% 55.9% 2.9%2013 2,868 13.3% 46.2% 6.1% 1,431 6.5% 49.5% 3.2%2014 2,737 11.7% 46.3% 5.4% 1,376 5.7% 47.5% 2.7%

Mathematics2012 1,100 4.6% 44.5% 2.1% 1,010 4.1% 54.5% 2.2%2013 1,307 6.1% 38.9% 2.4% 1,148 5.2% 50.2% 2.6%2014 1,262 5.4% 44.2% 2.4% 1,117 4.6% 53.9% 2.5%

Science2012 1,073 4.5% 38.5% 1.7% 915 3.7% 56.2% 2.1%2013 1,350 6.3% 42.8% 2.7% 981 4.5% 57.7% 2.6%2014 1,241 5.3% 42.7% 2.3% 1,144 4.7% 55.4% 2.6%

At Least One2012 3,437 14.5% 49.2% 7.1% 2,226 9.1% 57.1% 5.2%2013 3,935 18.2% 46.9% 8.5% 2,496 11.3% 53.8% 6.1%2014 3,819 16.3% 47.5% 7.8% 2,573 10.6% 53.2% 5.6%


The results of participation and performance are somewhat more complicated for gender. Overall, AP exam taking is higher for females than males (p < .05). For the ELA exam, females took about twice as many exams as males, whereas for mathematics and science the ratio was much closer to 1:1. These gender gaps are stable over the three years of data.

In 2014 the percentage of females who take and pass an exam was lower than for males in all exam areas, significantly so for mathematics, science, and the composite measure of taking at least one exam (ELA/mathematics/science) (p < .05). Still, the percentage of females passing (based on their total numbers in the population) exceeded that of males in two exam areas: ELA and the composite measure of taking at least one exam (ELA/mathematics/science) (p < .01).

Table 8 contains data on students who have taken at least one AP test in ELA, mathematics, or science disaggregated by race/ethnicity. In 2014, Asian students had the highest participation rate in test taking; 28% of Asian students in the participating schools took at least one AP exam (ELA/mathematics/science), while about 16% of White students and 11% of Black / African American students did. Hispanic/Latino students had the lowest participation, with only about 7% of students taking at least one exam (ELA/mathematics/science). Note that Hispanic/Latino students, who make up about 28% of the population in program schools, are quite


17


underrepresented. This ranking pattern, with Asian students participating at the highest rate, followed in order by White, Black / African American, and Hispanic/Latino students, was the same for all AP test areas.

Table 8. AP Exam Taking & Passing by Race/Ethnicity—At Least One Exam SY12–SY14

# Taking Exam

% Taking Exam*

# Takers Scoring ≥ 3


% of All Scoring ≥ 3*

ALL STUDENTS2012 5,663 11.7% 2,961 52.3% 6.1%2013 6,431 14.8% 3,190 49.6% 7.3%2014 6,392 13.4% 3,182 49.8% 6.7%

White2012 3,728 13.8% 2,250 60.4% 8.3%2013 4,196 17.3% 2,389 56.9% 9.9%2014 4,080 15.9% 2,354 57.7% 9.2%

Black or African American2012 574 9.6% 143 24.9% 2.4%2013 671 11.9% 190 28.3% 3.4%2014 668 10.8% 192 28.7% 3.1%

Asian2012 561 23.3% 292 52.0% 12.1%2013 639 27.6% 336 52.6% 14.5%2014 685 28.0% 350 51.1% 14.3%

American Indian or Alaska Native2012 19 11.3% 4 21.1% 2.4%2013 15 10.0% 5 33.3% 3.3%2014 18 11.1% 10 55.6% 6.2%

Native Hawaiian or Other Pacific Islander2012 9 18.4% — — —2013 6 14.6% — — —2014 3 7.1% — — —

Hispanic/Latino2012 772 6.1% 268 34.7% 2.1%2013 904 8.0% 267 29.5% 2.4%2014 938 7.2% 275 29.3% 2.1%


As for changes over time in participation, the percentage of students taking at least one AP increased for Asian students by five percentage points and for Black / African American students and Hispanic/Latino students by about two percentage points between 2012 and 2014. The percentage of Native Hawaiian / Other Pacific Islander students taking at least one exam decreased around 11 points, while the percentage of American Indian / Alaska Native students stayed about the same. Note that the small numbers in these last two groups can result in percentage fluctuations that are difficult to interpret.

Relative to 2012, the percentage of Black / African American students who took and passed at least one exam increased close to four percentage points. American Indian / Alaska Native students taking and passing at least one exam increased 34 percentage points—though the small actual numbers in this group may account for the huge increase. The percentage of Hispanic/Latino students who took and passed at least one exam decreased by five percentage points. The percentage of students who passed based on the total participating population stayed the same or increased no more than one or two percentage points for all groups.

Table 9 contains data on students who have taken an AP ELA test, disaggregated by race/ethnicity. Relative to 2012, the percentage of students taking the ELA test increased for Black / African American, White, and Asian


18


students by one or two percentage points. American Indian / Alaska Native students decreased by one and a half percentage points and Native Hawaiian / Other Pacific Islander students by seven points.

Relative to 2012, the rate at which White and Hispanic/Latino students took and passed the exam decreased about six percentage points, and the rate for Asian students decreased about two and a half percentage points. American Indian / Alaska Native students increased 45 percentage points—though the small actual numbers in this group account for the huge increase.

The percentage of students who passed based on the total participating population stayed the same or increased no more than one percentage point for all groups except American Indian / Alaska Native students. These students increased about two percentage points.

Table 9. AP Exam Taking & Passing by Race/Ethnicity—ELA SY12–SY14

# Taking Exam

% Taking Exam*




ALL STUDENTS2012 3,770 7.8% 1,965 52.1% 4.1%2013 4,299 9.9% 2,034 47.3% 4.7%2014 4,113 8.6% 1,919 46.7% 4.0%

White2012 2,529 9.4% 1,563 61.8% 5.8%2013 2,875 11.9% 1,623 56.5% 6.7%2014 2,685 10.5% 1,491 55.6% 5.8%


Asian2012 259 10.7% 117 45.2% 4.9%2013 298 12.9% 129 43.3% 5.6%2014 320 13.1% 137 42.8% 5.6%

American Indian or Alaska Native2012 13 7.7% 2 15.4% 1.2%2013 9 6.0% — — —2014 10 6.2% 6 60.0% 3.7%


Hispanic/Latino2012 555 4.4% 182 32.8% 1.4%2013 635 5.6% 165 26.0% 1.5%2014 625 4.8% 167 26.7% 1.3%


Table 10 contains information on students who have taken an AP mathematics test, disaggregated by race/ethnicity. Most groups increased in both the number and percentage of students taking the exam. Exceptions were the American Indian / Alaska Native and Native Hawaiian / Other Pacific Islander groups.

The percentage of exam takers who passed showed a marked increase for Black / African American students, who increased about nine percentage points relative to 2012. The percentage of Asian students went up about five points in this category. The percentage of White and Hispanic/Latino exam takers who passed decreased about


19


one and a half and three percentage points, respectively. The percentage of students who passed based on the total participating population stayed the same or increased no more than two percentage point for all groups.

Table 10. AP Exam Taking & Passing by Race/Ethnicity—Mathematics SY12–SY14

# Taking Exam

% Taking Exam*




ALL STUDENTS2012 2,110 4.4% 1,039 49.2% 2.2%2013 2,455 5.6% 1,084 44.2% 2.5%2014 2,379 5.0% 1,160 48.8% 2.4%

White2012 1,373 5.1% 790 57.5% 2.9%2013 1,521 6.3% 768 50.5% 3.2%2014 1,506 5.9% 840 55.8% 3.3%


Asian2012 285 11.8% 134 47.0% 5.6%2013 350 15.1% 167 47.7% 7.2%2014 334 13.7% 173 51.8% 7.1%

American Indian or Alaska Native2012 7 4.2% — — —2013 6 4.0% — — —2014 3 1.9% — — —


Hispanic/Latino2012 245 1.9% 73 29.8% 0.6%2013 310 2.8% 83 26.8% 0.7%2014 314 2.4% 84 26.8% 0.6%


Table 11 contains data on students who took an AP science test, disaggregated by race/ethnicity. Most groups increased in the number and percentages of students taking the exam relative to 2012, though the Native Hawaiian / Other Pacific Islander group decreased slightly in both number in percentage. As for the percentage of exam takers who passed, all groups increased except the Hispanics/Latino group. No group increased in the percentage of students who passed based on the total participating population more than about one percentage point.


20


Table 11. AP Exam Taking & Passing by Race/Ethnicity—Science SY12–SY14

# Taking Exam

% Taking Exam*




ALL STUDENTS2012 1,988 4.1% 927 46.6% 1.9%2013 2,331 5.3% 1,144 49.1% 2.6%2014 2,385 5.0% 1,164 48.8% 2.4%

White2012 1,282 4.7% 670 52.3% 2.5%2013 1,504 6.2% 808 53.7% 3.3%2014 1,445 5.6% 820 56.7% 3.2%


Asian2012 310 12.9% 145 46.8% 6.0%2013 339 14.6% 175 51.6% 7.6%2014 374 15.3% 180 48.1% 7.4%

American Indian or Alaska Native2012 4 2.4% — — —2013 5 3.3% — — —2014 10 6.2% 4 40.0% 2.5%


Hispanic/Latino2012 230 1.8% 77 33.5% 0.6%2013 275 2.4% 92 33.5% 0.8%2014 322 2.5% 98 30.4% 0.7%


A few patterns emerge when considering race/ethnicity data overall. Participation increased for most racial/ethnic groups. The percentages of students taking exams in 2014 went up for White, Black / African American, Asian, and Hispanic/Latino students across all exam areas relative to 2012. Conversely, the percentages for the Native Hawaiian / Other Pacific Islander group went down in every exam area while percentages for the American Indian / Alaska Native group went down in every area except science.

In terms of exam performance, Black / African American students showed gains across all four exam areas in both the percentages of exam takers who passed and the percentages of passers based on the total number of these students in the program schools. Asian students also showed consistent gains in passing rates. The percentages of exam takers who passed increased in both mathematics and science, as well as the percentages of passers based on the total number of Asian students in all four exam areas.

As mentioned above, Hispanic/Latino students continued to be underrepresented in 2014 given their base rate in the population of the program schools. Moreover, the percentages of Hispanic/Latino exam takers who passed decreased in all four exam areas. While most other groups showed gains in the percentages of students who passed based on their overall numbers in the program schools, Hispanic/Latino students stayed about the same across all four exam areas.


21

Year 2 Advancing STEM AP Final Report Conclusion

Conclusion

It appears that many of the interventions in Advancing STEM AP schools are yielding increases in Advanced Placement course availability, student participation, and overall numbers of students taking and passing an AP exam in ELA, mathematics, and science. Although the numbers in SY14 do not increase compared to SY13, and there are some decreases, schools show an overall gain since SY12, the baseline year for this evaluation.

The following discussion is organized into sections based on the research questions for this portion of the study.

Availability of AP Course in ELA, Mathematics, and ScienceOverall, the number of courses offered in ELA, mathematics, and science has remained fairly constant from SY12 through SY14. The number of sections, however, has increased somewhat over the years. There was an initial spike in SY13 from SY12, and although the total number of sections dropped from SY13 to SY14, there are still more sections in SY14 than in SY12.

Results by school are fairly stable across years, although some schools have expanded capacity, mostly by adding sections to already existing courses. In some cases, schools added courses or sections in one area but dropped some in other areas. Though some schools made modest but steady gains, others fared worse in SY14 than in previous years.

AP Course ParticipationOverall, the percentage of students enrolled in, completing, passing, and earning credit in AP courses decreased approximately one point each from 2013 to 2014, after having increased by approximately three points each from 2012 to 2013.

These decreases affect both the high needs and non-high needs groups, although the decrease for high needs students is slightly more. The percentages for both females and males enrolled in, completing, passing, and earning credit in AP courses decreased from SY13 to SY14, after have increased from SY12 to SY13. Participation overall is still somewhat higher in SY14 than in SY12.

Overall, course participation has decreased slightly from SY13 to SY14 for all races/ethnicities except Asian students, who showed a slight increase in course enrollment and completion but a decrease in passing and earning credit.

AP Exam Taking and Passing Overall, there were a number of gains in the measures of participation in and performance on the AP exam in the program schools in 2014. In terms of participation, both the numbers and percentage of students taking exams increased on the composite measure of taking at least one exam (ELA/mathematics/science) relative to 2012. In terms of performance, the percentage of students who passed an AP exam based on the total population of


22

Year 2 Advancing STEM AP Final Report Conclusion

students in the schools increased significantly for mathematics, science, and the composite indicator of taking at least one exam (ELA/mathematics/science). The science exam showed a non-significant increase in the percentage of exam takers who passed.

These gains were not evenly sustained throughout all the measures included in the report. For ELA, mathematics, and the composite measure of taking at least one exam (ELA/mathematics/science), the rate of students taking and passing the exam decreased, though not significantly. The gaps in participation and performance between high needs students and non-high needs students are still substantial in all four exam areas. The gap between males and females is more complicated. Females take AP exams at higher rates than males, especially in ELA. However, the percentage of female exam takers who pass is lower. Still, the percentage of females passing (based on their total numbers in the population) exceeded that of males in two exam areas: ELA and the composite measure of taking at least one exam (ELA/mathematics/science).

For race/ethnicity, there were marked differences in participation and performance across groups. Hispanic/Latino students were particularly underrepresented in test taking. Relative to 2012, while the percentages of students taking exams in 2014 went up for White, Black / African American, Asian, and Hispanic/Latino students across all exam areas, they went down in all areas for Native Hawaiian / Other Pacific Islander students. American Indian / Alaska Native students went down in every area except science. The actual numbers of students in these two groups are quite small, so percentages based on these numbers are prone to fluctuation. As for pass rates for the exams, Black / African American and Asian students showed gains in pass rates, while Hispanic/Latino students either declined or stayed the same.

In sum, the data suggest that student access to AP exams, measured by both the numbers and percentages of students taking AP exams, has increased in program schools. There were some increases in performance, measured by passing rates, as well. Black / African American and Asian students were particular successes in terms of the increases in participation and performance. Finally, maintaining or increasing the AP pass rates and accelerating the rate of participation and success of high need and ethnic minority students, particularly Hispanic/Latino students, would further help the program meet its goals.

⁂

Based on the findings presented in this report, there is considerable evidence that access to ELA, mathematics, and science AP courses offered in Advancing STEM AP schools has increased from the SY12 baseline to SY14. In addition, student participation in these AP courses (enrolling, completing, passing, and earning credit) has expanded in that same period. Thus, it appears that MMSI has been successful in implementing core components of the Advancing STEM AP program. Two areas can benefit from additional attention: maintaining or increasing the AP pass rates, particularly in mathematics and ELA, and accelerating the rate of participation and success of high need and minority students.


23

Year 2 Advancing STEM AP Final Report Appendix A

Appendix A

Appendix A

AP Course Participation


24


Table A-1. PARTICIPATION Number & Percentage of Students in At Least One AP Course SY12 – SY14District/School All Students

Enrolled Completed Passed Earned CreditN % N % N % N %

All Schools2012 5,729 11.9% 5,312 11.0% 5,177 10.7% 4,945 10.2%2013 6,486 14.9% 6,072 13.9% 5,945 13.6% 5,755 13.2%2014 9,284 19.5% 6,076 12.8% 5,827 12.2% 5,604 11.8%

Agawam High School2012 221 15.8% 212 15.2% 205 14.7% 203 14.5%2013 268 20.8% 266 20.7% 263 20.5% 263 20.5%2014 201 15.0% 196 14.6% 196 14.6% 194 14.4%

Athol High School2012 66 15.2% 62 14.3% 62 14.3% 62 14.3%2013 66 18.1% 61 16.8% 58 15.9% 58 15.9%2014 58 11.8% 37 7.5% 37 7.5% 35 7.1%

Attleboro High School2012 238 13.1% 232 12.8% 231 12.7% 231 12.7%2013 316 19.1% 310 18.7% 308 18.6% 308 18.6%2014 297 16.7% 287 16.1% 284 16.0% 284 16.0%

Bellingham High School2012 116 16.0% 114 15.7% 113 15.6% 113 15.6%2013 113 17.4% 109 16.7% 107 16.4% 107 16.4%2014 124 17.7% 120 17.1% 120 17.1% 120 17.1%


2012 84 16.6% 83 16.4% 83 16.4% 83 16.4%2013 112 23.2% 111 23.0% 107 22.2% 107 22.2%2014 79 14.2% 75 13.5% 75 13.5% 75 13.5%

Boston–Brighton High School2012 94 7.0% 91 6.7% 87 6.4% 87 6.4%2013 108 10.0% 104 9.6% 97 9.0% 97 9.0%2014 103 8.9% 95 8.2% 94 8.1% 93 8.1%


2012 60 13.5% 57 12.8% 49 11.0% 49 11.0%2013 68 16.4% 58 14.0% 54 13.0% 54 13.0%2014 42 9.0% 40 8.5% 35 7.5% 35 7.5%

Boston–East Boston High School2012 120 7.8% 117 7.6% 110 7.1% 110 7.1%2013 139 10.8% 135 10.5% 128 10.0% 128 10.0%2014 96 6.2% 92 6.0% 85 5.5% 85 5.5%


2012 66 28.8% 64 27.9% 63 27.5% 63 27.5%2013 40 15.0% 38 14.2% 38 14.2% 38 14.2%2014 76 21.9% 72 20.7% 69 19.9% 69 19.9%


2012 204 14.9% 204 14.9% 200 14.6% 200 14.6%2013 233 17.7% 227 17.2% 223 16.9% 223 16.9%2014 234 16.7% 221 15.8% 220 15.7% 220 15.7%

Boston–New Mission High School2012 59 22.1% 57 21.3% 57 21.3% 57 21.3%2013 87 32.8% 82 30.9% 78 29.4% 78 29.4%2014 68 22.1% 66 21.5% 66 21.5% 66 21.5%

Boston Collegiate Charter School2012 44 7.1% 44 7.1% 39 6.3% 39 6.3%2013 57 9.5% 57 9.5% 54 9.0% 53 8.8%2014 53 7.7% 53 7.7% 52 7.6% 50 7.3%

Chelsea High School2012 128 8.5% 123 8.1% 117 7.7% 117 7.7%2013 149 11.2% 146 10.9% 140 10.5% 140 10.5%2014 168 10.5% 161 10.0% 154 9.6% 154 9.6%

Danvers High School2012 160 14.8% 64 5.9% 64 5.9% 64 5.9%2013 185 17.9% 178 17.2% 178 17.2% 177 17.1%2014 210 19.2% 196 17.9% 196 17.9% 196 17.9%

Dedham High School2012 104 12.8% 102 12.6% 102 12.6% 102 12.6%2013 151 19.5% 150 19.4% 150 19.4% 150 19.4%2014 158 20.1% 150 19.1% 148 18.8% 148 18.8%

Douglas High School2012 65 10.1% 65 10.1% 65 10.1% 65 10.1%2013 67 11.5% 67 11.5% 66 11.3% 65 11.2%2014 59 9.4% 59 9.4% 59 9.4% 59 9.4%


25




Dracut High School2012 94 7.6% 93 7.5% 93 7.5% 93 7.5%2013 137 13.5% 135 13.3% 134 13.2% 134 13.2%2014 120 10.5% 116 10.1% 116 10.1% 116 10.1%

Easthampton High School2012 75 15.5% 75 15.5% 75 15.5% 75 15.5%2013 90 19.7% 90 19.7% 90 19.7% 90 19.7%2014 115 23.6% 115 23.6% 115 23.6% 115 23.6%

Fall River–B.M.C. Durfee High School2012 204 8.5% 96 4.0% 95 4.0% 95 4.0%2013 229 10.7% 104 4.9% 101 4.7% 101 4.7%2014 224 9.3% 152 6.3% 149 6.2% 149 6.2%


2012 40 12.0% 31 9.3% 31 9.3% 31 9.3%2013 47 16.6% 40 14.1% 39 13.8% 39 13.8%2014 33 10.3% 32 10.0% 32 10.0% 32 10.0%

Greenfield High School2012 72 13.5% 68 12.7% 65 12.2% 64 12.0%2013 76 15.7% 72 14.9% 70 14.5% 70 14.5%2014 79 14.3% 73 13.2% 70 12.7% 70 12.7%

Malden High School2012 260 12.7% 257 12.5% 252 12.3% 252 12.3%2013 252 13.7% 245 13.3% 240 13.0% 240 13.0%2014 279 13.7% 274 13.5% 125 6.2% 125 6.2%

Marlborough High School2012 178 14.2% 175 14.0% 174 13.9% 174 13.9%2013 245 21.5% 238 20.9% 234 20.5% 234 20.5%2014 198 17.4% 192 16.9% 192 16.9% 192 16.9%

Mashpee High School2012 130 26.4% 126 25.6% 125 25.4% 125 25.4%2013 115 26.7% 112 26.0% 112 26.0% 112 26.0%2014 96 20.4% 87 18.5% 86 18.3% 86 18.3%

Mendon-Upton –Nipmuc Regional High School

2012 97 12.8% 96 12.6% 96 12.6% 96 12.6%2013 93 12.8% 93 12.8% 91 12.5% 91 12.5%2014 117 16.9% 116 16.8% 115 16.6% 114 16.5%

Methuen High School2012 197 10.5% 188 10.0% 184 9.8% 184 9.8%2013 170 9.7% 165 9.4% 163 9.3% 163 9.3%2014 202 11.0% 198 10.8% 195 10.6% 195 10.6%

Middleborough High School2012 153 15.8% 111 11.4% 108 11.1% 107 11.0%2013 150 18.3% 90 11.0% 90 11.0% 90 11.0%2014 117 12.7% 109 11.8% 106 11.5% 105 11.4%

Narragansett Regional High School2012 42 9.0% 41 8.8% 41 8.8% 41 8.8%2013 51 12.0% 50 11.8% 50 11.8% 50 11.8%2014 31 7.4% 31 7.4% 31 7.4% 31 7.4%

Northampton High School2012 284 30.8% 261 28.3% 259 28.1% 254 27.5%2013 305 34.2% 285 31.9% 284 31.8% 279 31.2%2014 306 32.3% 296 31.3% 294 31.0% 294 31.0%

Northbridge High School2012 105 14.9% 105 14.9% 105 14.9% 105 14.9%2013 125 18.4% 124 18.2% 124 18.2% 124 18.2%2014 113 16.3% 108 15.6% 107 15.4% 107 15.4%

Norton High School2012 65 7.8% 62 7.4% 61 7.3% 61 7.3%2013 70 10.2% 69 10.1% 67 9.8% 67 9.8%2014 95 12.1% 91 11.6% 89 11.3% 89 11.3%


26




Palmer High School2012 75 12.1% 75 12.1% 74 12.0% 73 11.8%2013 85 16.5% 83 16.1% 82 15.9% 82 15.9%2014 64 10.7% 60 10.0% 60 10.0% 60 10.0%


2012 158 8.3% 153 8.0% 152 7.9% 150 7.8%2013 189 10.6% 181 10.2% 181 10.2% 0 0.0%2014 190 10.1% 187 9.9% 184 9.8% 0 0.0%

Quaboag Regional Middle High School2012 64 10.0% 62 9.7% 62 9.7% 62 9.7%2013 70 12.3% 70 12.3% 70 12.3% 70 12.3%2014 74 18.5% 72 18.0% 70 17.5% 70 17.5%

Randolph High School2012 125 14.7% 122 14.3% 118 13.9% 118 13.9%2013 141 18.9% 131 17.5% 126 16.9% 126 16.9%2014 126 15.6% 120 14.9% 118 14.6% 118 14.6%

Salem High School2012 104 8.0% 102 7.8% 102 7.8% 102 7.8%2013 118 10.4% 116 10.3% 113 10.0% 113 10.0%2014 176 15.5% 171 15.1% 164 14.4% 164 14.4%

Salem Academy Charter School2012 26 7.3% 25 7.0% 25 7.0% 18 5.1%2013 21 6.4% 20 6.1% 20 6.1% 20 6.1%2014 27 6.8% 26 6.5% 25 6.3% 25 6.3%

South Hadley High School2012 132 19.6% 127 18.9% 126 18.7% 126 18.7%2013 153 25.3% 148 24.5% 148 24.5% 147 24.3%2014 159 25.1% 153 24.1% 153 24.1% 153 24.1%

Springfield–Central High School2012 198 8.8% 197 8.7% 177 7.9% — —2013 208 10.9% 207 10.8% 196 10.2% 196 10.2%2014 219 9.9% 217 9.8% 211 9.5% 211 9.5%


2012 45 2.9% 36 2.3% 36 2.3% — —2013 62 4.7% 60 4.5% 55 4.1% 55 4.1%2014 57 3.4% 54 3.2% 46 2.7% 46 2.7%

Uxbridge High School2012 80 16.7% 80 16.7% 80 16.7% 80 16.7%2013 89 18.9% 88 18.7% 88 18.7% 88 18.7%2014 59 10.9% 58 10.8% 57 10.6% 57 10.6%

Ware Junior Senior High School2012 29 5.2% 29 5.2% 29 5.2% 29 5.2%2013 46 9.6% 43 9.0% 40 8.4% 40 8.4%2014 28 5.1% 27 4.9% 27 4.9% 27 4.9%

West Springfield High School2012 94 7.1% 93 7.1% 89 6.8% 89 6.8%2013 162 13.8% 160 13.7% 155 13.2% 155 13.2%2014 172 13.8% 161 12.9% 157 12.6% 157 12.6%

Winthrop High School2012 118 22.4% 118 22.4% 117 22.2% 117 22.2%2013 152 28.5% 152 28.5% 151 28.3% 151 28.3%2014 159 27.8% 159 27.8% 156 27.3% 156 27.3%

Worcester–Burncoat High School2012 166 15.2% 162 14.8% 152 13.9% 152 13.9%2013 159 15.8% 152 15.1% 146 14.5% 146 14.5%2014 186 17.4% 162 15.1% 161 15.0% 151 14.1%

Worcester–North High School2012 167 13.2% 136 10.8% 131 10.4% 131 10.4%2013 189 15.2% 134 10.8% 131 10.6% 131 10.6%2014 145 10.3% 137 9.7% 137 9.7% 130 9.2%


27





2012 227 16.1% 224 15.8% 203 14.4% 203 14.4%2013 209 16.4% 202 15.9% 196 15.4% 196 15.4%2014 289 21.3% 264 19.5% 255 18.8% 245 18.1%

Worcester–Technical High School2012 96 6.9% 95 6.8% 93 6.7% 93 6.7%2013 119 8.9% 114 8.5% 109 8.2% 109 8.2%2014 143 10.2% 138 9.9% 134 9.6% 131 9.4%


28


Table A-2. Number and Percentage of High Need / Non-High Need Students Participating in At Least One AP Course SY12–SY14District/School High Needs Non-High Needs

Enrolled Completed Passed Earned Credit Enrolled Completed Passed Earned CreditN % N % N % N % N % N % N % N %

All Schools2012 1,945 7.0% 1,802 6.5% 1,727 6.3% 1,598 5.8% 3,784 18.3% 3,505 17.0% 3,450 16.7% 3,347 16.2%2013 2,406 9.7% 2,200 8.9% 2,127 8.6% 2,106 8.5% 4,080 21.6% 3,872 20.5% 3,818 20.2% 3,649 19.3%2014 2,444 8.4% 2,271 7.9% 2,116 7.3% 2,082 7.2% 3,980 21.3% 3,805 20.3% 3,711 19.8% 3,522 18.8%

Agawam High School2012 31 7.0% 26 5.9% 25 5.7% 25 5.7% 190 19.8% 186 19.4% 180 18.8% 178 18.6%2013 36 8.9% 36 8.9% 35 8.6% 35 8.6% 232 26.4% 230 26.1% 228 25.9% 228 25.9%2014 30 6.1% 29 5.9% 29 5.9% 29 5.9% 171 20.1% 167 19.6% 167 19.6% 165 19.4%

Athol High School2012 27 10.1% 25 9.4% 25 9.4% 25 9.4% 39 23.5% 37 22.3% 37 22.3% 37 22.3%2013 30 14.1% 25 11.7% 25 11.7% 25 11.7% 36 23.8% 36 23.8% 33 21.9% 33 21.9%2014 18 6.1% 12 4.1% 12 4.1% 11 3.8% 40 20.2% 25 12.6% 25 12.6% 24 12.1%

Attleboro High School2012 49 6.2% 44 5.5% 44 5.5% 44 5.5% 189 18.5% 188 18.4% 187 18.4% 187 18.4%2013 69 9.7% 67 9.4% 67 9.4% 67 9.4% 247 26.2% 243 25.7% 241 25.5% 241 25.5%2014 73 8.7% 71 8.5% 69 8.2% 69 8.2% 224 23.9% 216 23.0% 215 22.9% 215 22.9%

Bellingham High School2012 14 6.1% 14 6.1% 14 6.1% 14 6.1% 102 20.5% 100 20.1% 99 19.9% 99 19.9%2013 12 5.8% 11 5.3% 11 5.3% 11 5.3% 101 22.7% 98 22.0% 96 21.6% 96 21.6%2014 11 4.7% 10 4.3% 10 4.3% 10 4.3% 113 24.1% 110 23.5% 110 23.5% 110 23.5%


2012 75 16.8% 74 16.6% 74 16.6% 74 16.6% 9 14.8% 9 14.8% 9 14.8% 9 14.8%2013 84 20.3% 83 20.1% 82 19.9% 82 19.9% 28 40.0% 28 40.0% 25 35.7% 25 35.7%2014 73 14.0% 69 13.3% 69 13.3% 69 13.3% 6 17.1% — — — — — —

Boston–Brighton High School2012 79 6.7% 76 6.5% 74 6.3% 74 6.3% 15 8.5% 15 8.5% 13 7.4% 13 7.4%2013 86 9.5% 84 9.2% 79 8.7% 79 8.7% 22 13.0% 20 11.8% 18 10.7% 18 10.7%2014 95 8.6% 87 7.9% 86 7.8% 85 7.7% 8 15.1% — — — — — —


2012 46 12.2% 44 11.7% 37 9.8% 37 9.8% 14 20.9% 13 19.4% 12 17.9% 12 17.9%2013 57 16.9% 49 14.5% 46 13.6% 46 13.6% 11 14.5% 9 11.8% 8 10.5% 8 10.5%2014 37 8.3% 35 7.8% 30 6.7% 30 6.7% 5 21.7% — — — — — —

Boston–East Boston High School2012 48 4.2% 48 4.2% 46 4.0% 46 4.0% 72 17.9% 69 17.1% 66 16.4% 66 16.4%2013 106 10.2% 104 10.0% 98 9.4% 98 9.4% 33 13.6% 31 12.8% 30 12.3% 30 12.3%2014 80 5.6% 77 5.4% 71 5.0% 71 5.0% 16 14.8% 15 13.9% 14 13.0% 14 13.0%


2012 40 23.5% 39 22.9% 38 22.4% 38 22.4% 26 44.1% 25 42.4% 25 42.4% 25 42.4%2013 24 12.0% 22 11.0% 22 11.0% 22 11.0% 16 23.9% 16 23.9% 16 23.9% 16 23.9%2014 58 19.0% 54 17.6% 51 16.7% 51 16.7% 18 43.9% 18 43.9% 18 43.9% 18 43.9%


29





2012 139 14.2% 139 14.2% 137 14.0% 137 14.0% 65 16.5% 65 16.5% 63 16.0% 63 16.0%2013 182 18.0% 176 17.4% 174 17.2% 174 17.2% 51 16.6% 51 16.6% 49 15.9% 49 15.9%2014 196 17.2% 186 16.3% 185 16.2% 185 16.2% 38 14.6% 35 13.5% 35 13.5% 35 13.5%

Boston–New Mission High School2012 47 20.7% 45 19.8% 45 19.8% 45 19.8% 12 30.0% 12 30.0% 12 30.0% 12 30.0%2013 69 31.8% 65 30.0% 61 28.1% 61 28.1% 18 37.5% 17 35.4% 17 35.4% 17 35.4%2014 55 20.8% 55 20.8% 55 20.8% 55 20.8% 13 31.0% 11 26.2% 11 26.2% 11 26.2%

Boston Collegiate Charter School2012 14 4.3% 14 4.3% 11 3.3% 11 3.3% 30 10.3% 30 10.3% 28 9.6% 28 9.6%2013 25 7.8% 25 7.8% 24 7.5% 23 7.2% 32 11.4% 32 11.4% 30 10.7% 30 10.7%2014 25 6.2% 25 6.2% 24 5.9% 23 5.7% 28 9.9% 28 9.9% 28 9.9% 27 9.5%

Chelsea High School2012 77 6.4% 74 6.2% 72 6.0% 72 6.0% 51 16.1% 49 15.5% 45 14.2% 45 14.2%2013 120 10.8% 118 10.6% 114 10.3% 114 10.3% 29 12.9% 28 12.5% 26 11.6% 26 11.6%2014 119 9.1% 114 8.8% 109 8.4% 109 8.4% 49 16.2% 47 15.6% 45 14.9% 45 14.9%

Danvers High School2012 8 2.6% — — — — — — 152 19.7% 60 7.8% 60 7.8% 60 7.8%2013 11 3.8% 9 3.1% 9 3.1% 9 3.1% 174 23.4% 169 22.7% 169 22.7% 168 22.6%2014 18 5.4% 14 4.2% 14 4.2% 14 4.2% 192 25.3% 182 23.9% 182 23.9% 182 23.9%

Dedham High School2012 13 3.7% 13 3.7% 13 3.7% 13 3.7% 91 19.7% 89 19.3% 89 19.3% 89 19.3%2013 22 6.9% 22 6.9% 22 6.9% 22 6.9% 129 28.4% 128 28.2% 128 28.2% 128 28.2%2014 32 9.3% 32 9.3% 32 9.3% 32 9.3% 126 28.5% 118 26.7% 116 26.2% 116 26.2%

Douglas High School2012 4 2.3% — — — — — — 61 13.0% 61 13.0% 61 13.0% 61 13.0%2013 7 4.1% — — — — — — 60 14.6% 60 14.6% 60 14.6% 59 14.3%2014 3 1.5% — — — — — — 56 13.0% 56 13.0% 56 13.0% 56 13.0%

Dracut High School2012 5 1.8% — — — — — — 89 9.2% 88 9.1% 88 9.1% 88 9.1%2013 13 5.7% 12 5.3% 12 5.3% 12 5.3% 124 15.7% 122 15.4% 122 15.4% 122 15.4%2014 14 4.7% 14 4.7% 14 4.7% 14 4.7% 106 12.5% 102 12.0% 102 12.0% 102 12.0%

Easthampton High School2012 13 6.6% 13 6.6% 13 6.6% 13 6.6% 62 21.6% 62 21.6% 62 21.6% 62 21.6%2013 18 9.8% 18 9.8% 18 9.8% 18 9.8% 72 26.2% 72 26.2% 72 26.2% 72 26.2%2014 19 9.3% 19 9.3% 19 9.3% 19 9.3% 96 33.8% 96 33.8% 96 33.8% 96 33.8%

Fall River–B.M.C. Durfee High School2012 88 5.0% 41 2.3% 40 2.3% 40 2.3% 116 18.8% 55 8.9% 55 8.9% 55 8.9%2013 109 7.1% 45 2.9% 43 2.8% 43 2.8% 120 19.8% 59 9.8% 58 9.6% 58 9.6%2014 94 5.4% 60 3.5% 57 3.3% 57 3.3% 130 19.3% 92 13.6% 92 13.6% 92 13.6%


30





2012 15 7.9% 11 5.8% 11 5.8% 11 5.8% 25 17.6% 20 14.1% 20 14.1% 20 14.1%2013 17 11.6% 12 8.2% 11 7.5% 11 7.5% 30 22.1% 28 20.6% 28 20.6% 28 20.6%2014 8 4.2% — — — — — — 25 19.2% 24 18.5% 24 18.5% 24 18.5%

Greenfield High School2012 28 8.1% 27 7.8% 25 7.2% 25 7.2% 44 23.4% 41 21.8% 40 21.3% 39 20.7%2013 32 10.0% 29 9.1% 27 8.4% 27 8.4% 44 26.8% 43 26.2% 43 26.2% 43 26.2%2014 29 8.1% 26 7.3% 23 6.4% 23 6.4% 50 25.5% 47 24.0% 47 24.0% 47 24.0%

Malden High School2012 146 10.2% 145 10.1% 142 9.9% 142 9.9% 114 18.4% 112 18.0% 110 17.7% 110 17.7%2013 129 10.7% 128 10.6% 126 10.4% 126 10.4% 123 19.4% 117 18.5% 114 18.0% 114 18.0%2014 153 11.1% 150 10.9% 62 4.5% 62 4.5% 126 19.3% 124 19.0% 63 9.6% 63 9.6%

Marlborough High School2012 31 4.9% 30 4.7% 30 4.7% 30 4.7% 147 23.7% 145 23.4% 144 23.3% 144 23.3%2013 53 9.5% 51 9.2% 47 8.5% 47 8.5% 192 32.9% 187 32.1% 187 32.1% 187 32.1%2014 44 7.2% 41 6.7% 41 6.7% 41 6.7% 154 29.1% 151 28.5% 151 28.5% 151 28.5%

Mashpee High School2012 16 8.6% 15 8.0% 15 8.0% 15 8.0% 114 37.4% 111 36.4% 110 36.1% 110 36.1%2013 24 15.1% 23 14.5% 23 14.5% 23 14.5% 91 33.6% 89 32.8% 89 32.8% 89 32.8%2014 20 10.0% 17 8.5% 17 8.5% 17 8.5% 76 28.3% 70 26.0% 69 25.7% 69 25.7%


2012 4 3.0% — — — — — — 93 14.8% 92 14.6% 92 14.6% 92 14.6%2013 3 1.9% — — — — — — 90 15.8% 90 15.8% 89 15.7% 89 15.7%2014 6 3.7% — — — — — — 111 21.0% 111 21.0% 110 20.8% 109 20.6%

Methuen High School2012 36 4.4% 34 4.2% 32 3.9% 32 3.9% 161 15.0% 154 14.4% 152 14.2% 152 14.2%2013 45 5.4% 42 5.0% 40 4.8% 40 4.8% 125 13.5% 123 13.3% 123 13.3% 123 13.3%2014 49 5.3% 48 5.2% 46 5.0% 46 5.0% 153 16.8% 150 16.5% 149 16.4% 149 16.4%

Middleborough High School2012 118 30.6% 83 21.6% 82 21.3% 82 21.3% 118 20.1% 83 14.2% 82 14.0% 82 14.0%2013 30 9.8% 16 5.2% 16 5.2% 16 5.2% 120 23.4% 74 14.4% 74 14.4% 74 14.4%2014 17 4.6% 15 4.0% 14 3.8% 13 3.5% 100 18.2% 94 17.1% 92 16.8% 92 16.8%

Narragansett Regional High School2012 6 3.8% — — — — — — 36 11.7% 35 11.3% 35 11.3% 35 11.3%2013 1 1.7% — — — — — — 50 13.7% 49 13.4% 49 13.4% 49 13.4%2014 1 0.7% — — — — — — 30 10.8% 30 10.8% 30 10.8% 30 10.8%

Northampton High School2012 41 13.1% 35 11.1% 33 10.5% 32 10.2% 243 40.0% 226 37.2% 226 37.2% 222 36.5%2013 48 16.9% 43 15.1% 43 15.1% 42 14.8% 257 42.2% 242 39.7% 241 39.6% 237 38.9%2014 51 15.0% 48 14.1% 48 14.1% 48 14.1% 255 42.1% 248 40.9% 246 40.6% 246 40.6%


31




Northbridge High School2012 11 4.2% 11 4.2% 11 4.2% 11 4.2% 94 21.3% 94 21.3% 94 21.3% 94 21.3%2013 18 7.6% 18 7.6% 18 7.6% 18 7.6% 107 24.2% 106 23.9% 106 23.9% 106 23.9%2014 7 2.7% — — — — — — 106 24.5% 102 23.6% 101 23.4% 101 23.4%

Norton High School2012 5 2.2% — — — — — — 60 9.9% 57 9.4% 56 9.2% 56 9.2%2013 5 2.6% — — — — — — 65 13.1% 64 12.9% 62 12.5% 62 12.5%2014 8 3.6% — — — — — — 87 15.5% 83 14.7% 82 14.6% 82 14.6%

Palmer High School2012 13 4.9% 13 4.9% 13 4.9% 13 4.9% 62 17.5% 62 17.5% 61 17.2% 60 16.9%2013 17 8.4% 15 7.4% 15 7.4% 15 7.4% 68 21.7% 68 21.7% 67 21.4% 67 21.4%2014 11 3.9% 8 2.9% 8 2.9% 8 2.9% 53 16.6% 52 16.3% 52 16.3% 52 16.3%


2012 16 2.1% 16 2.1% 16 2.1% 16 2.1% 142 12.5% 137 12.0% 136 12.0% 134 11.8%2013 20 2.9% 19 2.7% 19 2.7% 0 0.0% 169 15.7% 162 15.0% 162 15.0% 0 0.0%2014 14 1.8% 13 1.7% 13 1.7% 0 0.0% 176 15.9% 174 15.7% 171 15.4% 0 0.0%

Quaboag Regional Middle High School2012 14 4.6% 14 4.6% 14 4.6% 14 4.6% 50 14.7% 48 14.1% 48 14.1% 48 14.1%2013 16 5.8% 16 5.8% 16 5.8% 16 5.8% 54 18.5% 54 18.5% 54 18.5% 54 18.5%2014 20 9.9% 20 9.9% 19 9.4% 19 9.4% 54 27.3% 52 26.3% 51 25.8% 51 25.8%

Randolph High School2012 61 11.4% 58 10.9% 56 10.5% 56 10.5% 64 20.1% 64 20.1% 62 19.5% 62 19.5%2013 69 14.7% 64 13.7% 62 13.2% 62 13.2% 72 25.8% 67 24.0% 64 22.9% 64 22.9%2014 53 9.7% 50 9.1% 50 9.1% 50 9.1% 73 28.0% 70 26.8% 68 26.1% 68 26.1%

Salem High School2012 27 3.1% 27 3.1% 27 3.1% 27 3.1% 77 18.3% 75 17.9% 75 17.9% 75 17.9%2013 40 5.5% 39 5.3% 38 5.2% 38 5.2% 78 19.5% 77 19.2% 75 18.7% 75 18.7%2014 66 8.7% 64 8.4% 59 7.7% 59 7.7% 110 29.5% 107 28.7% 105 28.2% 105 28.2%

Salem Academy Charter School2012 13 6.1% 12 5.6% 12 5.6% 10 4.7% 13 9.2% 13 9.2% 13 9.2% 8 5.7%2013 9 5.4% — — — — — — 12 7.5% 12 7.5% 12 7.5% 12 7.5%2014 6 2.9% — — — — — — 21 10.9% 20 10.4% 19 9.8% 19 9.8%

South Hadley High School2012 24 11.2% 21 9.8% 21 9.8% 21 9.8% 108 23.6% 106 23.1% 105 22.9% 105 22.9%2013 29 14.8% 26 13.3% 26 13.3% 26 13.3% 124 30.3% 122 29.8% 122 29.8% 121 29.6%2014 32 13.5% 29 12.2% 29 12.2% 29 12.2% 127 32.0% 124 31.2% 124 31.2% 124 31.2%

Springfield–Central High School2012 118 6.6% 118 6.6% 102 5.7% 0 0.0% 80 17.6% 79 17.4% 75 16.5% 0 0.0%2013 134 8.7% 133 8.7% 127 8.3% 127 8.3% 74 19.4% 74 19.4% 69 18.1% 69 18.1%2014 130 7.4% 129 7.4% 126 7.2% 126 7.2% 89 18.9% 88 18.7% 85 18.0% 85 18.0%


32





2012 30 2.2% 23 1.7% 23 1.7% 0 0.0% 15 6.9% 13 6.0% 13 6.0% 0 0.0%2013 47 4.1% 46 4.0% 42 3.7% 42 3.7% 15 7.8% 14 7.3% 13 6.8% 13 6.8%2014 45 3.1% 43 3.0% 35 2.4% 35 2.4% 12 5.0% 11 4.6% 11 4.6% 11 4.6%

Uxbridge High School2012 3 2.2% — — — — — — 77 22.6% 77 22.6% 77 22.6% 77 22.6%2013 3 2.3% — — — — — — 86 25.1% 85 24.9% 85 24.9% 85 24.9%2014 7 4.1% — — — — — — 52 14.2% 52 14.2% 51 13.9% 51 13.9%

Ware Junior Senior High School2012 7 2.4% — — — — — — 22 8.4% 22 8.4% 22 8.4% 22 8.4%2013 9 3.6% — — — — — — 37 16.4% 34 15.1% 32 14.2% 32 14.2%2014 3 1.0% — — — — — — 25 10.5% 25 10.5% 25 10.5% 25 10.5%

West Springfield High School2012 18 2.5% 18 2.5% 16 2.3% 16 2.3% 76 12.5% 75 12.4% 73 12.0% 73 12.0%2013 50 7.8% 50 7.8% 48 7.5% 48 7.5% 112 21.3% 110 20.9% 107 20.3% 107 20.3%2014 62 8.3% 55 7.4% 52 7.0% 52 7.0% 110 22.0% 106 21.2% 105 21.0% 105 21.0%

Winthrop High School2012 25 11.8% 25 11.8% 25 11.8% 25 11.8% 93 29.5% 93 29.5% 92 29.2% 92 29.2%2013 42 19.5% 42 19.5% 41 19.1% 41 19.1% 110 34.5% 110 34.5% 110 34.5% 110 34.5%2014 43 18.1% 43 18.1% 41 17.3% 41 17.3% 116 34.6% 116 34.6% 115 34.3% 115 34.3%

Worcester–Burncoat High School2012 59 7.8% 59 7.8% 55 7.2% 55 7.2% 107 32.1% 103 30.9% 97 29.1% 97 29.1%2013 61 8.5% 59 8.3% 56 7.8% 56 7.8% 98 33.7% 93 32.0% 90 30.9% 90 30.9%2014 83 10.5% 67 8.5% 66 8.4% 60 7.6% 103 36.5% 95 33.7% 95 33.7% 91 32.3%

Worcester–North High School2012 127 11.7% 103 9.5% 99 9.1% 98 9.0% 40 22.1% 33 18.2% 33 18.2% 33 18.2%2013 158 14.8% 110 10.3% 108 10.1% 108 10.1% 31 18.0% 24 14.0% 23 13.4% 23 13.4%2014 118 9.4% 114 9.1% 114 9.1% 110 8.8% 27 16.9% 23 14.4% 23 14.4% 20 12.5%


2012 148 12.5% 146 12.3% 131 11.0% 131 11.0% 79 34.8% 78 34.4% 72 31.7% 72 31.7%2013 149 14.1% 144 13.6% 138 13.0% 138 13.0% 60 28.2% 58 27.2% 58 27.2% 58 27.2%2014 226 19.3% 204 17.4% 197 16.8% 190 16.2% 63 34.8% 60 33.1% 58 32.0% 55 30.4%

Worcester–Technical High School2012 51 5.2% 51 5.2% 49 5.0% 49 5.0% 45 10.9% 44 10.7% 44 10.7% 44 10.7%2013 68 7.1% 67 7.0% 65 6.8% 65 6.8% 51 13.6% 47 12.5% 44 11.7% 44 11.7%2014 82 8.1% 79 7.8% 76 7.5% 76 7.5% 61 15.8% 59 15.3% 58 15.1% 55 14.3%


33


Table A-3. Number and Percentage of Students Participating in At Least One AP Course by Gender SY12–SY14District/School Female Male


All Schools2012 3,426 14.5% 3,184 13.4% 3,116 13.2% 2,979 12.6% 2,303 9.4% 2,128 8.7% 2,061 8.4% 1,966 8.0%2013 3,949 18.3% 3,697 17.1% 3,632 16.8% 3,529 16.3% 2,537 11.5% 2,375 10.8% 2,313 10.5% 2,226 10.1%2014 3,803 16.3% 3,613 15.5% 3,489 14.9% 3,359 14.4% 2,621 10.8% 2,463 10.2% 2,338 9.6% 2,245 9.3%

Agawam High School2012 143 20.7% 138 19.9% 134 19.4% 132 19.1% 78 11.0% 74 10.5% 71 10.1% 71 10.1%2013 157 25.2% 155 24.8% 155 24.8% 155 24.8% 111 16.8% 111 16.8% 108 16.3% 108 16.3%2014 114 17.9% 113 17.7% 113 17.7% 113 17.7% 87 12.3% 83 11.8% 83 11.8% 81 11.5%

Athol High School2012 39 18.8% 37 17.9% 37 17.9% 37 17.9% 27 11.9% 25 11.1% 25 11.1% 25 11.1%2013 39 22.3% 35 20.0% 33 18.9% 33 18.9% 27 14.3% 26 13.8% 25 13.2% 25 13.2%2014 29 13.1% 19 8.6% 19 8.6% 17 7.7% 29 10.7% 18 6.7% 18 6.7% 18 6.7%

Attleboro High School2012 135 15.4% 132 15.1% 132 15.1% 132 15.1% 103 11.0% 100 10.7% 99 10.6% 99 10.6%2013 194 23.8% 188 23.1% 188 23.1% 188 23.1% 122 14.5% 122 14.5% 120 14.2% 120 14.2%2014 176 21.1% 170 20.4% 168 20.2% 168 20.2% 121 12.8% 117 12.4% 116 12.3% 116 12.3%

Bellingham High School2012 69 19.9% 67 19.3% 67 19.3% 67 19.3% 47 12.4% 47 12.4% 46 12.1% 46 12.1%2013 70 23.2% 68 22.5% 67 22.2% 67 22.2% 43 12.3% 41 11.7% 40 11.5% 40 11.5%2014 70 20.8% 67 19.9% 67 19.9% 67 19.9% 54 14.8% 53 14.5% 53 14.5% 53 14.5%


2012 54 19.8% 54 19.8% 54 19.8% 54 19.8% 30 12.8% 29 12.4% 29 12.4% 29 12.4%2013 86 31.9% 85 31.5% 81 30.0% 81 30.0% 26 12.2% 26 12.2% 26 12.2% 26 12.2%2014 55 17.8% 53 17.2% 53 17.2% 53 17.2% 24 9.8% 22 8.9% 22 8.9% 22 8.9%

Boston–Brighton High School2012 58 9.6% 55 9.1% 54 9.0% 54 9.0% 36 4.8% 36 4.8% 33 4.4% 33 4.4%2013 65 13.1% 64 12.9% 60 12.0% 60 12.0% 43 7.4% 40 6.9% 37 6.4% 37 6.4%2014 64 12.1% 58 11.0% 58 11.0% 58 11.0% 39 6.2% 37 5.9% 36 5.8% 35 5.6%


2012 31 14.3% 30 13.8% 25 11.5% 25 11.5% 29 12.8% 27 11.9% 24 10.6% 24 10.6%2013 42 19.8% 36 17.0% 34 16.0% 34 16.0% 26 12.9% 22 10.9% 20 9.9% 20 9.9%2014 22 9.0% 20 8.2% 19 7.8% 19 7.8% 20 8.9% 20 8.9% 16 7.1% 16 7.1%

Boston–East Boston High School2012 76 10.8% 75 10.7% 71 10.1% 71 10.1% 44 5.2% 42 5.0% 39 4.6% 39 4.6%2013 85 14.8% 83 14.4% 80 13.9% 80 13.9% 54 7.6% 52 7.3% 48 6.8% 48 6.8%2014 66 9.9% 64 9.6% 58 8.7% 58 8.7% 30 3.4% 28 3.2% 27 3.1% 27 3.1%


2012 49 32.2% 48 31.6% 48 31.6% 48 31.6% 17 22.1% 16 20.8% 15 19.5% 15 19.5%2013 31 17.1% 30 16.6% 30 16.6% 30 16.6% 9 10.5% — — — — — —2014 60 25.3% 58 24.5% 56 23.6% 56 23.6% 16 14.5% 14 12.7% 13 11.8% 13 11.8%


34





2012 128 16.7% 128 16.7% 127 16.6% 127 16.6% 76 12.6% 76 12.6% 73 12.1% 73 12.1%2013 145 19.7% 140 19.0% 137 18.6% 137 18.6% 88 15.1% 87 14.9% 86 14.8% 86 14.8%2014 153 19.5% 143 18.2% 142 18.1% 142 18.1% 81 13.1% 78 12.6% 78 12.6% 78 12.6%

Boston–New Mission High School2012 38 28.4% 37 27.6% 37 27.6% 37 27.6% 21 15.8% 20 15.0% 20 15.0% 20 15.0%2013 54 40.3% 51 38.1% 50 37.3% 50 37.3% 33 25.2% 31 23.7% 28 21.4% 28 21.4%2014 38 24.5% 36 23.2% 36 23.2% 36 23.2% 30 19.7% 30 19.7% 30 19.7% 30 19.7%

Boston Collegiate Charter School2012 25 7.6% 25 7.6% 23 7.0% 23 7.0% 19 6.5% 19 6.5% 16 5.5% 16 5.5%2013 36 11.4% 36 11.4% 35 11.1% 34 10.8% 21 7.4% 21 7.4% 19 6.7% 19 6.7%2014 36 9.9% 36 9.9% 36 9.9% 34 9.4% 17 5.2% 17 5.2% 16 4.9% 16 4.9%

Chelsea High School2012 92 12.6% 87 12.0% 82 11.3% 82 11.3% 36 4.6% 36 4.6% 35 4.5% 35 4.5%2013 95 15.2% 92 14.7% 89 14.3% 89 14.3% 54 7.6% 54 7.6% 51 7.2% 51 7.2%2014 95 12.4% 90 11.7% 87 11.4% 87 11.4% 73 8.7% 71 8.5% 67 8.0% 67 8.0%

Danvers High School2012 98 17.3% 45 8.0% 45 8.0% 45 8.0% 62 12.1% 19 3.7% 19 3.7% 19 3.7%2013 117 22.0% 111 20.9% 111 20.9% 110 20.7% 68 13.6% 67 13.4% 67 13.4% 67 13.4%2014 119 21.4% 109 19.6% 109 19.6% 109 19.6% 91 16.9% 87 16.1% 87 16.1% 87 16.1%

Dedham High School2012 56 13.9% 55 13.6% 55 13.6% 55 13.6% 48 11.8% 47 11.5% 47 11.5% 47 11.5%2013 83 22.7% 83 22.7% 83 22.7% 83 22.7% 68 16.7% 67 16.4% 67 16.4% 67 16.4%2014 92 24.7% 89 23.9% 87 23.4% 87 23.4% 66 15.9% 61 14.7% 61 14.7% 61 14.7%

Douglas High School2012 45 14.2% 45 14.2% 45 14.2% 45 14.2% 20 6.1% 20 6.1% 20 6.1% 20 6.1%2013 37 12.8% 37 12.8% 37 12.8% 37 12.8% 30 10.2% 30 10.2% 29 9.9% 28 9.5%2014 31 9.7% 31 9.7% 31 9.7% 31 9.7% 28 9.1% 28 9.1% 28 9.1% 28 9.1%

Dracut High School2012 57 9.4% 56 9.2% 56 9.2% 56 9.2% 37 5.8% 37 5.8% 37 5.8% 37 5.8%2013 101 19.7% 100 19.5% 100 19.5% 100 19.5% 36 7.1% 35 6.9% 34 6.7% 34 6.7%2014 77 13.9% 74 13.4% 74 13.4% 74 13.4% 43 7.3% 42 7.1% 42 7.1% 42 7.1%

Easthampton High School2012 52 21.1% 52 21.1% 52 21.1% 52 21.1% 23 9.7% 23 9.7% 23 9.7% 23 9.7%2013 54 22.9% 54 22.9% 54 22.9% 54 22.9% 36 16.2% 36 16.2% 36 16.2% 36 16.2%2014 65 26.0% 65 26.0% 65 26.0% 65 26.0% 50 21.0% 50 21.0% 50 21.0% 50 21.0%

Fall River–B.M.C. Durfee High School2012 136 11.5% 63 5.3% 62 5.2% 62 5.2% 68 5.7% 33 2.7% 33 2.7% 33 2.7%2013 149 13.4% 70 6.3% 68 6.1% 68 6.1% 80 7.7% 34 3.3% 33 3.2% 33 3.2%2014 145 11.8% 104 8.5% 103 8.4% 103 8.4% 79 6.7% 48 4.1% 46 3.9% 46 3.9%


35





2012 14 8.6% 9 5.5% 9 5.5% 9 5.5% 26 15.4% 22 13.0% 22 13.0% 22 13.0%2013 30 21.6% 27 19.4% 26 18.7% 26 18.7% 17 11.8% 13 9.0% 13 9.0% 13 9.0%2014 18 11.3% 17 10.6% 17 10.6% 17 10.6% 15 9.4% 15 9.4% 15 9.4% 15 9.4%

Greenfield High School2012 44 16.5% 41 15.4% 39 14.7% 39 14.7% 28 10.4% 27 10.1% 26 9.7% 25 9.3%2013 38 15.9% 37 15.5% 37 15.5% 37 15.5% 38 15.5% 35 14.3% 33 13.5% 33 13.5%2014 41 14.8% 36 13.0% 36 13.0% 36 13.0% 38 13.8% 37 13.4% 34 12.3% 34 12.3%

Malden High School2012 151 15.6% 149 15.3% 146 15.0% 146 15.0% 109 10.1% 108 10.0% 106 9.8% 106 9.8%2013 154 17.4% 148 16.8% 144 16.3% 144 16.3% 98 10.2% 97 10.1% 96 10.0% 96 10.0%2014 154 15.6% 152 15.4% 72 7.3% 72 7.3% 125 12.0% 122 11.7% 53 5.1% 53 5.1%

Marlborough High School2012 109 18.0% 106 17.5% 106 17.5% 106 17.5% 69 10.6% 69 10.6% 68 10.5% 68 10.5%2013 140 24.6% 137 24.0% 134 23.5% 134 23.5% 105 18.5% 101 17.8% 100 17.6% 100 17.6%2014 110 20.4% 106 19.6% 106 19.6% 106 19.6% 88 14.7% 86 14.4% 86 14.4% 86 14.4%

Mashpee High School2012 78 30.8% 74 29.2% 74 29.2% 74 29.2% 52 21.8% 52 21.8% 51 21.3% 51 21.3%2013 76 34.1% 73 32.7% 73 32.7% 73 32.7% 39 18.8% 39 18.8% 39 18.8% 39 18.8%2014 62 26.2% 57 24.1% 56 23.6% 56 23.6% 34 14.6% 30 12.9% 30 12.9% 30 12.9%


2012 60 15.3% 60 15.3% 60 15.3% 60 15.3% 37 10.0% 36 9.8% 36 9.8% 36 9.8%2013 60 15.9% 60 15.9% 60 15.9% 60 15.9% 33 9.5% 33 9.5% 33 9.5% 33 9.5%2014 58 16.4% 58 16.4% 58 16.4% 58 16.4% 59 17.5% 58 17.2% 57 16.9% 56 16.6%

Methuen High School2012 108 11.6% 103 11.1% 100 10.7% 100 10.7% 89 9.3% 85 8.9% 84 8.8% 84 8.8%2013 106 12.6% 102 12.1% 102 12.1% 102 12.1% 64 7.0% 63 6.9% 61 6.7% 61 6.7%2014 131 14.9% 128 14.5% 128 14.5% 128 14.5% 71 7.5% 70 7.4% 67 7.1% 67 7.1%

Middleborough High School2012 81 17.6% 60 13.0% 60 13.0% 59 12.8% 72 14.1% 51 10.0% 48 9.4% 48 9.4%2013 83 20.1% 50 12.1% 50 12.1% 50 12.1% 67 16.4% 40 9.8% 40 9.8% 40 9.8%2014 63 15.0% 60 14.3% 58 13.8% 58 13.8% 54 10.8% 49 9.8% 48 9.6% 47 9.4%

Narragansett Regional High School2012 29 11.6% 28 11.2% 28 11.2% 28 11.2% 13 6.0% 13 6.0% 13 6.0% 13 6.0%2013 44 18.6% 43 18.1% 43 18.1% 43 18.1% 7 3.7% — — — — — —2014 24 10.7% 24 10.7% 24 10.7% 24 10.7% 7 3.6% — — — — — —

Northampton High School2012 150 32.1% 136 29.1% 134 28.7% 131 28.1% 134 29.5% 125 27.5% 125 27.5% 123 27.0%2013 163 37.9% 155 36.0% 154 35.8% 151 35.1% 142 30.7% 130 28.1% 130 28.1% 130 28.1%2014 162 34.2% 157 33.2% 157 33.2% 157 33.2% 144 30.4% 139 29.3% 137 28.9% 137 28.9%


36




Northbridge High School2012 68 19.0% 68 19.0% 68 19.0% 68 19.0% 37 10.6% 37 10.6% 37 10.6% 37 10.6%2013 94 27.3% 93 27.0% 93 27.0% 93 27.0% 31 9.2% 31 9.2% 31 9.2% 31 9.2%2014 77 23.2% 76 22.9% 75 22.6% 75 22.6% 36 10.0% 32 8.9% 32 8.9% 32 8.9%

Norton High School2012 30 7.6% 29 7.3% 29 7.3% 29 7.3% 35 7.9% 33 7.5% 32 7.3% 32 7.3%2013 36 11.0% 35 10.7% 35 10.7% 35 10.7% 34 9.4% 34 9.4% 32 8.9% 32 8.9%2014 53 13.9% 51 13.4% 51 13.4% 51 13.4% 42 10.3% 40 9.8% 38 9.3% 38 9.3%

Palmer High School2012 49 15.1% 49 15.1% 48 14.8% 47 14.5% 26 8.9% 26 8.9% 26 8.9% 26 8.9%2013 59 21.4% 57 20.7% 57 20.7% 57 20.7% 26 10.8% 26 10.8% 25 10.4% 25 10.4%2014 43 14.4% 42 14.0% 42 14.0% 42 14.0% 21 7.0% 18 6.0% 18 6.0% 18 6.0%


2012 88 9.3% 86 9.1% 86 9.1% 85 9.0% 70 7.2% 67 6.9% 66 6.8% 65 6.7%2013 100 11.3% 97 11.0% 97 11.0% 0 0.0% 89 10.0% 84 9.4% 84 9.4% 0 0.0%2014 108 11.8% 107 11.6% 107 11.6% 0 0.0% 82 8.5% 80 8.3% 77 8.0% 0 0.0%

Quaboag Regional Middle High School2012 39 12.0% 39 12.0% 39 12.0% 39 12.0% 25 7.9% 23 7.3% 23 7.3% 23 7.3%2013 52 18.0% 52 18.0% 52 18.0% 52 18.0% 18 6.5% 18 6.5% 18 6.5% 18 6.5%2014 51 24.3% 49 23.3% 47 22.4% 47 22.4% 23 12.0% 23 12.0% 23 12.0% 23 12.0%

Randolph High School2012 66 17.7% 65 17.4% 65 17.4% 65 17.4% 59 12.3% 57 11.9% 53 11.1% 53 11.1%2013 75 22.1% 66 19.4% 63 18.5% 63 18.5% 66 16.2% 65 16.0% 63 15.5% 63 15.5%2014 73 19.6% 71 19.0% 69 18.5% 69 18.5% 53 12.2% 49 11.3% 49 11.3% 49 11.3%

Salem High School2012 71 11.2% 69 10.8% 69 10.8% 69 10.8% 33 4.9% 33 4.9% 33 4.9% 33 4.9%2013 74 12.9% 72 12.5% 71 12.4% 71 12.4% 44 7.9% 44 7.9% 42 7.5% 42 7.5%2014 104 18.5% 101 18.0% 98 17.5% 98 17.5% 72 12.5% 70 12.2% 66 11.5% 66 11.5%

Salem Academy Charter School2012 15 8.4% 15 8.4% 15 8.4% 12 6.7% 11 6.3% 10 5.7% 10 5.7% 6 3.4%2013 12 7.3% 11 6.7% 11 6.7% 11 6.7% 9 5.5% — — — — — —2014 11 5.6% 10 5.1% 10 5.1% 10 5.1% 16 7.9% 16 7.9% 15 7.4% 15 7.4%

South Hadley High School2012 77 23.1% 75 22.5% 75 22.5% 75 22.5% 55 16.2% 52 15.3% 51 15.0% 51 15.0%2013 87 28.2% 87 28.2% 87 28.2% 86 27.9% 66 22.2% 61 20.5% 61 20.5% 61 20.5%2014 105 31.8% 101 30.6% 101 30.6% 101 30.6% 54 17.8% 52 17.1% 52 17.1% 52 17.1%

Springfield–Central High School2012 116 10.6% 116 10.6% 107 9.8% 0 0.0% 82 7.1% 81 7.0% 70 6.0% 0 0.0%2013 123 13.0% 123 13.0% 118 12.5% 118 12.5% 85 8.8% 84 8.7% 78 8.0% 78 8.0%2014 138 12.6% 137 12.5% 134 12.2% 134 12.2% 81 7.2% 80 7.1% 77 6.8% 77 6.8%


37





2012 25 3.4% 19 2.6% 19 2.6% 0 0.0% 20 2.4% 17 2.0% 17 2.0% 0 0.0%2013 27 4.5% 26 4.3% 26 4.3% 26 4.3% 35 4.8% 34 4.7% 29 4.0% 29 4.0%2014 22 2.9% 22 2.9% 20 2.6% 20 2.6% 35 3.8% 32 3.5% 26 2.8% 26 2.8%

Uxbridge High School2012 41 18.6% 41 18.6% 41 18.6% 41 18.6% 39 15.1% 39 15.1% 39 15.1% 39 15.1%2013 48 20.8% 47 20.3% 47 20.3% 47 20.3% 41 17.2% 41 17.2% 41 17.2% 41 17.2%2014 37 13.9% 36 13.5% 36 13.5% 36 13.5% 22 8.1% 22 8.1% 21 7.7% 21 7.7%

Ware Junior Senior High School2012 23 8.1% 23 8.1% 23 8.1% 23 8.1% 6 2.2% — — — — — —2013 30 12.5% 28 11.7% 26 10.8% 26 10.8% 16 6.8% 15 6.3% 14 5.9% 14 5.9%2014 21 7.6% 20 7.2% 20 7.2% 20 7.2% 7 2.5% — — — — — —

West Springfield High School2012 56 8.8% 55 8.6% 52 8.2% 52 8.2% 38 5.6% 38 5.6% 37 5.5% 37 5.5%2013 108 19.1% 106 18.7% 101 17.8% 101 17.8% 16 2.6% 15 2.5% 14 2.3% 14 2.3%2014 106 17.2% 100 16.2% 96 15.6% 96 15.6% 66 10.5% 61 9.7% 61 9.7% 61 9.7%

Winthrop High School2012 75 28.0% 75 28.0% 74 27.6% 74 27.6% 43 16.6% 43 16.6% 43 16.6% 43 16.6%2013 94 33.0% 94 33.0% 93 32.6% 93 32.6% 58 23.3% 58 23.3% 58 23.3% 58 23.3%2014 97 31.8% 97 31.8% 96 31.5% 96 31.5% 62 23.2% 62 23.2% 60 22.5% 60 22.5%

Worcester–Burncoat High School2012 113 20.0% 109 19.3% 101 17.9% 101 17.9% 53 10.0% 53 10.0% 51 9.6% 51 9.6%2013 105 20.8% 98 19.4% 94 18.6% 94 18.6% 54 10.8% 54 10.8% 52 10.4% 52 10.4%2014 110 20.6% 102 19.1% 101 18.9% 96 18.0% 76 14.1% 60 11.1% 60 11.1% 55 10.2%

Worcester–North High School2012 77 13.5% 67 11.8% 66 11.6% 66 11.6% 90 12.9% 69 9.9% 65 9.4% 65 9.4%2013 97 16.8% 70 12.1% 67 11.6% 67 11.6% 92 13.9% 64 9.7% 64 9.7% 64 9.7%2014 76 12.0% 74 11.7% 74 11.7% 69 10.9% 69 8.9% 63 8.1% 63 8.1% 61 7.9%


2012 121 18.9% 119 18.6% 108 16.8% 108 16.8% 106 13.7% 105 13.6% 95 12.3% 95 12.3%2013 111 19.4% 106 18.6% 104 18.2% 104 18.2% 98 14.0% 96 13.7% 92 13.1% 92 13.1%2014 157 25.3% 144 23.2% 141 22.7% 134 21.6% 132 18.0% 120 16.3% 114 15.5% 111 15.1%

Worcester–Technical High School2012 71 9.9% 70 9.8% 69 9.7% 69 9.7% 25 3.7% 25 3.7% 24 3.6% 24 3.6%2013 83 11.7% 79 11.2% 75 10.6% 75 10.6% 36 5.7% 35 5.6% 34 5.4% 34 5.4%2014 84 11.2% 79 10.6% 78 10.4% 76 10.2% 59 9.0% 59 9.0% 56 8.6% 55 8.4%


38

Year 2 Advancing STEM AP Final Report Appendix B

Appendix B

Appendix B

AP Exam Taking and Passingby High Needs

At Least One (ELA/Mathematics/Science)ELA

MathematicsScience


39


Table B-1. AT LEAST 1—Number and Percentage of High Need & Non-High Need Students Taking and Passing AP Exams SY11–12 to SY13–14

District/School High Needs Non-High Needs# Taking

Exam% Taking

Exam# Takers

Scoring ≥ 3% Takers

Scoring ≥ 3% of All HN Scoring ≥ 3

# Taking Exam

% Taking Exam


% Takers Scoring ≥ 3

% of Non-HN Scoring ≥ 3

All Schools2012 1,816 6.6% 685 37.7% 2.5% 3,847 18.6% 2,276 59.2% 11.0%2013 2,263 9.1% 803 35.5% 3.2% 4,168 22.1% 2,387 57.3% 12.7%2014 2,332 8.1% 818 35.1% 2.8% 4,060 21.7% 2,364 58.2% 12.6%

Agawam High School2012 24 5.5% 12 50.0% 2.7% 180 18.8% 106 58.9% 11.1%2013 35 8.6% 17 48.6% 4.2% 229 26.0% 126 55.0% 14.3%2014 29 5.9% 14 48.3% 2.8% 165 19.4% 108 65.5% 12.7%

Athol High School2012 26 9.7% 15 57.7% 5.6% 38 22.9% 9 23.7% 5.4%2013 25 11.7% 12 48.0% 5.6% 36 23.8% 15 41.7% 9.9%2014 18 6.1% 7 38.9% 2.4% 40 20.2% 16 40.0% 8.1%

Attleboro High School2012 47 5.9% 21 44.7% 2.6% 187 18.4% 136 72.7% 13.3%2013 66 9.3% 31 47.0% 4.3% 240 25.4% 138 57.5% 14.6%2014 72 8.6% 24 33.3% 2.9% 221 23.6% 122 55.2% 13.0%

Bellingham High School2012 15 6.6% 9 60.0% 3.9% 97 19.5% 48 49.5% 9.6%2013 10 4.9% 2 20.0% 1.0% 98 22.0% 57 58.2% 12.8%2014 10 4.3% 4 40.0% 1.7% 111 23.7% 60 54.1% 12.8%


2012 70 15.7% 16 22.9% 3.6% 8 13.1% — — —2013 81 19.6% 16 19.8% 3.9% 26 37.1% 3 11.5% 4.3%2014 70 13.5% 17 24.3% 3.3% 6 17.1% — — —

Boston–Brighton High School2012 66 5.6% 10 15.2% 0.9% 14 8.0% 3 21.4% 1.7%2013 59 6.5% 13 22.0% 1.4% 17 10.1% 3 17.6% 1.8%2014 74 6.7% 5 6.8% 0.5% 5 9.4% — — —


2012 38 10.1% 0 0.0% 0.0% 12 17.9% 0 0.0% 0.0%2013 42 12.4% 2 4.8% 0.6% 6 7.9% — — —2014 33 7.4% 1 3.0% 0.2% 5 21.7% — — —

Boston–East Boston High School2012 42 3.7% 9 21.4% 0.8% 65 16.1% 12 18.5% 3.0%2013 102 9.8% 11 10.8% 1.1% 29 11.9% 8 27.6% 3.3%2014 75 5.2% 9 12.0% 0.6% 14 13.0% 3 21.4% 2.8%


2012 37 21.8% 2 5.4% 1.2% 25 42.4% 2 8.0% 3.4%2013 26 13.0% 3 11.5% 1.5% 17 25.4% 5 29.4% 7.5%2014 54 17.6% 7 13.0% 2.3% 19 46.3% 5 26.3% 12.2%


2012 133 13.6% 65 48.9% 6.6% 63 16.0% 25 39.7% 6.4%2013 174 17.2% 82 47.1% 8.1% 51 16.6% 22 43.1% 7.1%2014 194 17.0% 89 45.9% 7.8% 38 14.6% 18 47.4% 6.9%


40




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Boston–New Mission High School2012 41 18.1% 4 9.8% 1.8% 11 27.5% 1 9.1% 2.5%2013 58 26.7% 3 5.2% 1.4% 15 31.3% 1 6.7% 2.1%2014 53 20.0% 7 13.2% 2.6% 12 28.6% 2 16.7% 4.8%

Boston Collegiate Charter School2012 13 4.0% 9 69.2% 2.7% 29 10.0% 15 51.7% 5.2%2013 22 6.9% 10 45.5% 3.1% 31 11.1% 17 54.8% 6.1%2014 23 5.7% 14 60.9% 3.5% 27 9.5% 17 63.0% 6.0%

Chelsea High School2012 72 6.0% 29 40.3% 2.4% 48 15.2% 19 39.6% 6.0%2013 113 10.2% 40 35.4% 3.6% 27 12.1% 12 44.4% 5.4%2014 114 8.8% 49 43.0% 3.8% 47 15.6% 24 51.1% 7.9%

Danvers High School2012 7 2.3% — — — 151 19.6% 115 76.2% 14.9%2013 9 3.1% — — — 167 22.4% 95 56.9% 12.8%2014 13 3.9% 7 53.8% 2.1% 181 23.8% 132 72.9% 17.4%

Dedham High School2012 13 3.7% 8 61.5% 2.3% 87 18.8% 70 80.5% 15.2%2013 22 6.9% 10 45.5% 3.1% 123 27.1% 85 69.1% 18.7%2014 32 9.3% 14 43.8% 4.1% 117 26.5% 67 57.3% 15.2%

Douglas High School2012 4 2.3% — — — 60 12.8% 37 61.7% 7.9%2013 6 3.5% — — — 75 18.2% 49 65.3% 11.9%2014 6 3.1% — — — 78 18.1% 60 76.9% 13.9%

Dracut High School2012 5 1.8% — — — 88 9.1% 60 68.2% 6.2%2013 11 4.8% 6 54.5% 2.6% 121 15.3% 85 70.2% 10.7%2014 15 5.1% 7 46.7% 2.4% 100 11.8% 79 79.0% 9.3%

Easthampton High School2012 12 6.1% 8 66.7% 4.1% 60 20.9% 36 60.0% 12.5%2013 18 9.8% 8 44.4% 4.4% 72 26.2% 32 44.4% 11.6%2014 19 9.3% 5 26.3% 2.5% 97 34.2% 50 51.5% 17.6%

Fall River–B.M.C. Durfee High School2012 74 4.2% 39 52.7% 2.2% 107 17.4% 65 60.7% 10.6%2013 100 6.5% 42 42.0% 2.7% 115 19.0% 67 58.3% 11.1%2014 92 5.3% 39 42.4% 2.3% 126 18.7% 58 46.0% 8.6%


2012 11 5.8% 8 72.7% 4.2% 19 13.4% 15 78.9% 10.6%2013 11 7.5% 3 27.3% 2.0% 25 18.4% 17 68.0% 12.5%2014 7 3.7% — — — 18 13.8% 12 66.7% 9.2%

Greenfield High School2012 26 7.5% 9 34.6% 2.6% 41 21.8% 17 41.5% 9.0%2013 29 9.1% 11 37.9% 3.4% 43 26.2% 16 37.2% 9.8%2014 24 6.7% 7 29.2% 2.0% 46 23.5% 18 39.1% 9.2%


41




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Malden High School2012 140 9.8% 72 51.4% 5.0% 110 17.7% 58 52.7% 9.3%2013 126 10.4% 75 59.5% 6.2% 117 18.5% 68 58.1% 10.7%2014 144 10.5% 81 56.3% 5.9% 125 19.1% 77 61.6% 11.8%

Marlborough High School2012 28 4.4% 11 39.3% 1.7% 144 23.3% 105 72.9% 17.0%2013 45 8.1% 18 40.0% 3.2% 185 31.7% 109 58.9% 18.7%2014 40 6.6% 20 50.0% 3.3% 144 27.2% 82 56.9% 15.5%

Mashpee High School2012 14 7.5% 5 35.7% 2.7% 95 31.1% 35 36.8% 11.5%2013 21 13.2% 7 33.3% 4.4% 84 31.0% 36 42.9% 13.3%2014 16 8.0% 6 37.5% 3.0% 70 26.0% 37 52.9% 13.8%


2012 4 3.0% — — — 91 14.5% 79 86.8% 12.6%2013 3 1.9% — — — 90 15.8% 75 83.3% 13.2%2014 5 3.1% — — — 111 21.0% 99 89.2% 18.7%

Methuen High School2012 56 6.9% 16 28.6% 2.0% 250 23.3% 109 43.6% 10.2%2013 78 9.4% 25 32.1% 3.0% 233 25.1% 110 47.2% 11.9%2014 87 9.5% 27 31.0% 2.9% 241 26.5% 114 47.3% 12.5%

Middleborough High School2012 31 8.1% 16 51.6% 4.2% 109 18.6% 66 60.6% 11.3%2013 28 9.1% 11 39.3% 3.6% 114 22.2% 62 54.4% 12.1%2014 15 4.0% 9 60.0% 2.4% 97 17.7% 57 58.8% 10.4%

Narragansett Regional High School2012 9 5.8% — — — 59 19.1% 38 64.4% 12.3%2013 1 1.7% — — — 66 18.1% 45 68.2% 12.3%2014 4 2.9% — — — 42 15.1% 26 61.9% 9.3%

Northampton High School2012 33 10.5% 20 60.6% 6.4% 221 36.3% 181 81.9% 29.8%2013 42 14.8% 25 59.5% 8.8% 236 38.8% 187 79.2% 30.7%2014 43 12.6% 28 65.1% 8.2% 236 38.9% 183 77.5% 30.2%

Northbridge High School2012 10 3.8% 7 70.0% 2.7% 88 19.9% 52 59.1% 11.8%2013 18 7.6% 9 50.0% 3.8% 103 23.3% 69 67.0% 15.6%2014 6 2.3% — — — 99 22.9% 67 67.7% 15.5%

Norton High School2012 8 3.5% — — — 136 22.4% 95 69.9% 15.7%2013 7 3.7% — — — 106 21.3% 67 63.2% 13.5%2014 9 4.0% — — — 85 15.1% 50 58.8% 8.9%

Palmer High School2012 13 4.9% 4 30.8% 1.5% 61 17.2% 29 47.5% 8.2%2013 14 6.9% 6 42.9% 3.0% 61 19.5% 35 57.4% 11.2%2014 8 2.9% — — — 47 14.7% 34 72.3% 10.7%


42




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 19 2.4% 13 68.4% 1.7% 186 16.4% 137 73.7% 12.0%2013 25 3.6% 17 68.0% 2.4% 216 20.0% 157 72.7% 14.6%2014 15 1.9% 9 60.0% 1.2% 268 24.2% 196 73.1% 17.7%

Quaboag Regional Middle High School2012 14 4.6% 8 57.1% 2.6% 46 13.5% 36 78.3% 10.6%2013 16 5.8% 8 50.0% 2.9% 52 17.8% 33 63.5% 11.3%2014 19 9.4% 8 42.1% 3.9% 48 24.2% 28 58.3% 14.1%

Randolph High School2012 57 10.7% 24 42.1% 4.5% 62 19.5% 31 50.0% 9.7%2013 63 13.5% 26 41.3% 5.6% 65 23.3% 37 56.9% 13.3%2014 47 8.6% 26 55.3% 4.8% 69 26.4% 41 59.4% 15.7%

Salem High School2012 27 3.1% 18 66.7% 2.0% 75 17.9% 51 68.0% 12.1%2013 39 5.3% 19 48.7% 2.6% 76 19.0% 48 63.2% 12.0%2014 62 8.1% 29 46.8% 3.8% 107 28.7% 56 52.3% 15.0%

Salem Academy Charter School2012 11 5.1% 4 36.4% 1.9% 8 5.7% — — —2013 8 4.8% — — — 12 7.5% 7 58.3% 4.4%2014 5 2.4% — — — 18 9.3% 9 50.0% 4.7%

South Hadley High School2012 21 9.8% 8 38.1% 3.7% 105 22.9% 70 66.7% 15.3%2013 26 13.3% 12 46.2% 6.1% 123 30.1% 80 65.0% 19.6%2014 28 11.8% 14 50.0% 5.9% 124 31.2% 62 50.0% 15.6%

Springfield–Central High School2012 143 7.9% 46 32.2% 2.6% 92 20.3% 39 42.4% 8.6%2013 160 10.4% 45 28.1% 2.9% 96 25.2% 41 42.7% 10.8%2014 158 9.0% 51 32.3% 2.9% 113 24.0% 43 38.1% 9.1%


2012 30 2.2% 5 16.7% 0.4% 15 6.9% 7 46.7% 3.2%2013 59 5.2% 8 13.6% 0.7% 21 10.9% 3 14.3% 1.6%2014 52 3.6% 5 9.6% 0.3% 18 7.5% 4 22.2% 1.7%

Uxbridge High School2012 3 2.2% — — — 76 22.4% 58 76.3% 17.1%2013 3 2.3% — — — 82 24.0% 45 54.9% 13.2%2014 5 2.9% — — — 60 16.3% 37 61.7% 10.1%

Ware Junior Senior High School2012 7 2.4% — — — 24 9.2% 6 25.0% 2.3%2013 8 3.2% — — — 33 14.7% 13 39.4% 5.8%2014 2 0.6% — — — 24 10.1% 15 62.5% 6.3%

West Springfield High School2012 18 2.5% 6 33.3% 0.8% 75 12.4% 44 58.7% 7.3%2013 50 7.8% 12 24.0% 1.9% 110 20.9% 44 40.0% 8.3%2014 51 6.9% 12 23.5% 1.6% 105 21.0% 46 43.8% 9.2%


43




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Winthrop High School2012 25 11.8% 10 40.0% 4.7% 94 29.8% 47 50.0% 14.9%2013 41 19.1% 16 39.0% 7.4% 110 34.5% 56 50.9% 17.6%2014 40 16.9% 15 37.5% 6.3% 111 33.1% 57 51.4% 17.0%

Worcester–Burncoat High School2012 54 7.1% 10 18.5% 1.3% 94 28.2% 45 47.9% 13.5%2013 57 8.0% 20 35.1% 2.8% 90 30.9% 52 57.8% 17.9%2014 59 7.5% 18 30.5% 2.3% 87 30.9% 43 49.4% 15.2%

Worcester–North High School2012 84 7.7% 23 27.4% 2.1% 27 14.9% 5 18.5% 2.8%2013 102 9.6% 30 29.4% 2.8% 22 12.8% 7 31.8% 4.1%2014 113 9.0% 32 28.3% 2.6% 23 14.4% 5 21.7% 3.1%


2012 140 11.8% 50 35.7% 4.2% 73 32.2% 41 56.2% 18.1%2013 137 12.9% 48 35.0% 4.5% 56 26.3% 31 55.4% 14.6%2014 194 16.5% 56 28.9% 4.8% 56 30.9% 28 50.0% 15.5%

Worcester–Technical High School2012 41 4.2% 15 36.6% 1.5% 41 10.0% 17 41.5% 4.1%2013 67 7.0% 17 25.4% 1.8% 46 12.2% 16 34.8% 4.3%2014 78 7.7% 10 12.8% 1.0% 59 15.3% 16 27.1% 4.2%


44


Table B-2. ELA—Number and Percentage of High Need & Non-High Need Students Taking and Passing AP Exams SY11–12 to SY13–14


Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




All Schools2012 1,158 4.2% 404 34.9% 1.5% 2,612 12.6% 1,561 59.8% 7.6%2013 1,458 5.9% 440 30.2% 1.8% 2,841 15.1% 1,594 56.1% 8.4%2014 1,442 5.0% 442 30.7% 1.5% 2,671 14.3% 1,477 55.3% 7.9%


Athol High School2012 18 6.7% 10 55.6% 3.7% 28 16.9% 7 25.0% 4.2%2013 16 7.5% 7 43.8% 3.3% 21 13.9% 10 47.6% 6.6%2014 9 3.1% — — — 22 11.1% 8 36.4% 4.0%


Bellingham High School2012 13 5.7% 9 69.2% 3.9% 82 16.5% 43 52.4% 8.6%2013 7 3.4% — — — 79 17.8% 44 55.7% 9.9%2014 8 3.4% — — — 93 19.8% 49 52.7% 10.4%


2012 65 14.6% 8 12.3% 1.8% 8 13.1% — — —2013 60 14.5% 7 11.7% 1.7% 24 34.3% 2 8.3% 2.9%2014 62 11.9% 7 11.3% 1.3% 6 17.1% — — —

Boston–Brighton High School2012 49 4.2% 6 12.2% 0.5% 13 7.4% 1 7.7% 0.6%2013 46 5.1% 3 6.5% 0.3% 12 7.1% 0 0.0% 0.0%2014 59 5.4% 2 3.4% 0.2% 3 5.7% — — —


2012 30 8.0% 0 0.0% 0.0% 12 17.9% 0 0.0% 0.0%2013 33 9.8% 1 3.0% 0.3% 6 7.9% — — —2014 26 5.8% 1 3.8% 0.2% 5 21.7% — — —

Boston–East Boston High School2012 36 3.2% 8 22.2% 0.7% 56 13.9% 9 16.1% 2.2%2013 77 7.4% 10 13.0% 1.0% 24 9.9% 5 20.8% 2.1%2014 38 2.7% 8 21.1% 0.6% 6 5.6% — — —


2012 20 11.8% 2 10.0% 1.2% 15 25.4% 1 6.7% 1.7%2013 13 6.5% 2 15.4% 1.0% 7 10.4% — — —2014 40 13.1% 7 17.5% 2.3% 16 39.0% 4 25.0% 9.8%


2012 71 7.3% 38 53.5% 3.9% 35 8.9% 13 37.1% 3.3%2013 91 9.0% 33 36.3% 3.3% 30 9.7% 12 40.0% 3.9%2014 92 8.1% 36 39.1% 3.2% 24 9.2% 12 50.0% 4.6%


45




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Boston–New Mission High School2012 34 15.0% 3 8.8% 1.3% 8 20.0% — — —2013 52 24.0% 3 5.8% 1.4% 14 29.2% 1 7.1% 2.1%2014 38 14.3% 7 18.4% 2.6% 8 19.0% — — —



Danvers High School2012 3 1.0% — — — 66 8.6% 54 81.8% 7.0%2013 4 1.4% — — — 64 8.6% 52 81.3% 7.0%2014 3 0.9% — — — 80 10.5% 64 80.0% 8.4%

Dedham High School2012 7 2.0% — — — 55 11.9% 42 76.4% 9.1%2013 4 1.3% — — — 55 12.1% 46 83.6% 10.1%2014 13 3.8% 3 23.1% 0.9% 67 15.2% 41 61.2% 9.3%


Dracut High School2012 2 0.7% — — — 51 5.3% 40 78.4% 4.1%2013 8 3.5% — — — 83 10.5% 55 66.3% 7.0%2014 10 3.4% 4 40.0% 1.4% 64 7.5% 49 76.6% 5.8%




2012 5 2.6% — — — 10 7.0% 7 70.0% 4.9%2013 5 3.4% — — — 15 11.0% 8 53.3% 5.9%2014 5 2.6% — — — 8 6.2% — — —



46




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam








2012 1 0.8% — — — 60 9.6% 58 96.7% 9.2%2013 2 1.3% — — — 59 10.4% 52 88.1% 9.2%2014 4 2.5% — — — 57 10.8% 54 94.7% 10.2%


Middleborough High School2012 14 3.6% 10 71.4% 2.6% 46 7.8% 37 80.4% 6.3%2013 11 3.6% 6 54.5% 2.0% 48 9.4% 29 60.4% 5.7%2014 8 2.2% — — — 51 9.3% 36 70.6% 6.6%



Northbridge High School2012 7 2.7% — — — 53 12.0% 38 71.7% 8.6%2013 9 3.8% — — — 64 14.4% 51 79.7% 11.5%2014 5 1.9% — — — 67 15.5% 46 68.7% 10.6%


Palmer High School2012 11 4.2% 3 27.3% 1.1% 51 14.4% 23 45.1% 6.5%2013 11 5.4% 3 27.3% 1.5% 49 15.7% 28 57.1% 8.9%2014 7 2.5% — — — 40 12.5% 24 60.0% 7.5%


47




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 8 1.0% — — — 93 8.2% 75 80.6% 6.6%2013 12 1.7% 8 66.7% 1.1% 94 8.7% 72 76.6% 6.7%2014 7 0.9% — — — 135 12.2% 89 65.9% 8.0%




Salem Academy Charter School2012 9 4.2% — — — 7 5.0% — — —2013 7 4.2% — — — 9 5.6% — — —2014 4 1.9% — — — 16 8.3% 9 56.3% 4.7%




2012 23 1.7% 5 21.7% 0.4% 15 6.9% 7 46.7% 3.2%2013 40 3.5% 4 10.0% 0.4% 16 8.3% 1 6.3% 0.5%2014 40 2.8% 2 5.0% 0.1% 12 5.0% 3 25.0% 1.2%


Ware Junior Senior High School2012 7 2.4% — — — 18 6.9% 1 5.6% 0.4%2013 8 3.2% — — — 22 9.8% 5 22.7% 2.2%2014 1 0.3% — — — 18 7.6% 9 50.0% 3.8%



48




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam








2012 74 6.2% 20 27.0% 1.7% 39 17.2% 19 48.7% 8.4%2013 64 6.0% 24 37.5% 2.3% 33 15.5% 17 51.5% 8.0%2014 93 7.9% 15 16.1% 1.3% 36 19.9% 15 41.7% 8.3%



49



50


Table B-3. MATHEMATICS—Number and Percentage of High Need & Non-High Need Students Taking and Passing AP Exams SY11–12 to SY13–14


Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




All Schools2012 682 2.5% 253 37.1% 0.9% 1,428 6.9% 786 55.0% 3.8%2013 883 3.6% 294 33.3% 1.2% 1,572 8.3% 790 50.3% 4.2%2014 866 3.0% 302 34.9% 1.0% 1,513 8.1% 858 56.7% 4.6%

Agawam High School2012 7 1.6% — — — 54 5.6% 30 55.6% 3.1%2013 4 1.0% — — — 53 6.0% 30 56.6% 3.4%2014 7 1.4% — — — 51 6.0% 36 70.6% 4.2%

Athol High School2012 10 3.7% 7 70.0% 2.6% 11 6.6% 3 27.3% 1.8%2013 7 3.3% — — — 11 7.3% 4 36.4% 2.6%2014 12 4.1% 4 33.3% 1.4% 22 11.1% 7 31.8% 3.5%


Bellingham High School2012 0 0.0% — — — 19 3.8% 9 47.4% 1.8%2013 1 0.5% — — — 24 5.4% 11 45.8% 2.5%2014 1 0.4% — — — 20 4.3% 5 25.0% 1.1%


2012 22 4.9% 8 36.4% 1.8% 2 3.3% — — —2013 44 10.7% 10 22.7% 2.4% 13 18.6% 1 7.7% 1.4%2014 39 7.5% 11 28.2% 2.1% 1 2.9% — — —

Boston–Brighton High School2012 19 1.6% 5 26.3% 0.4% 4 2.3% — — —2013 27 3.0% 10 37.0% 1.1% 9 5.3% — — —2014 18 1.6% 4 22.2% 0.4% 4 7.5% — — —


2012 19 5.0% 0 0.0% 0.0% 5 7.5% — — —2013 26 7.7% 1 3.8% 0.3% 2 2.6% — — —2014 10 2.2% 0 0.0% 0.0% 0 0.0% — — —



2012 21 12.4% 0 0.0% 0.0% 11 18.6% 1 9.1% 1.7%2013 12 6.0% 1 8.3% 0.5% 10 14.9% 1 10.0% 1.5%2014 21 6.9% 0 0.0% 0.0% 4 9.8% — — —


2012 58 5.9% 22 37.9% 2.2% 25 6.4% 10 40.0% 2.5%2013 83 8.2% 45 54.2% 4.4% 16 5.2% 6 37.5% 1.9%2014 79 6.9% 44 55.7% 3.9% 11 4.2% 7 63.6% 2.7%


51




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Boston–New Mission High School2012 19 8.4% 2 10.5% 0.9% 5 12.5% — — —2013 19 8.8% 2 10.5% 0.9% 6 12.5% — — —2014 20 7.5% 0 0.0% 0.0% 5 11.9% — — —

Boston Collegiate Charter School2012 4 1.2% — — — 3 1.0% — — —2013 15 4.7% 6 40.0% 1.9% 17 6.1% 6 35.3% 2.1%2014 16 4.0% 5 31.3% 1.2% 12 4.2% 5 41.7% 1.8%



Dedham High School2012 6 1.7% — — — 47 10.2% 39 83.0% 8.4%2013 11 3.4% 5 45.5% 1.6% 71 15.6% 38 53.5% 8.4%2014 12 3.5% 10 83.3% 2.9% 55 12.4% 31 56.4% 7.0%


Dracut High School2012 2 0.7% — — — 30 3.1% 18 60.0% 1.9%2013 2 0.9% — — — 29 3.7% 25 86.2% 3.2%2014 2 0.7% — — — 25 2.9% 24 96.0% 2.8%

Easthampton High School2012 4 2.0% — — — 10 3.5% 10 100.0% 3.5%2013 2 1.1% — — — 8 2.9% — — —2014 4 2.0% — — — 28 9.9% 24 85.7% 8.5%



2012 8 4.2% — — — 9 6.3% — — —2013 7 4.8% — — — 10 7.4% 8 80.0% 5.9%2014 3 1.6% — — — 10 7.7% 7 70.0% 5.4%

Greenfield High School 2012 8 2.3% — — — 15 8.0% 6 40.0% 3.2%


52




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




2013 7 2.2% — — — 11 6.7% 6 54.5% 3.7%2014 7 2.0% — — — 14 7.1% 7 50.0% 3.6%


Marlborough High School2012 5 0.8% — — — 41 6.6% 29 70.7% 4.7%2013 7 1.3% — — — 61 10.5% 30 49.2% 5.1%2014 5 0.8% — — — 36 6.8% 19 52.8% 3.6%

Mashpee High School2012 5 2.7% — — — 29 9.5% 7 24.1% 2.3%2013 7 4.4% — — — 41 15.1% 9 22.0% 3.3%2014 1 0.5% — — — 17 6.3% 9 52.9% 3.3%


2012 2 1.5% — — — 28 4.5% 23 82.1% 3.7%2013 1 0.6% — — — 40 7.0% 34 85.0% 6.0%2014 2 1.2% — — — 54 10.2% 46 85.2% 8.7%


Middleborough High School2012 18 4.7% 5 27.8% 1.3% 59 10.1% 27 45.8% 4.6%2013 10 3.3% 3 30.0% 1.0% 60 11.7% 29 48.3% 5.7%2014 9 2.4% — — — 49 8.9% 24 49.0% 4.4%


Northampton High School2012 7 2.2% — — — 71 11.7% 53 74.6% 8.7%2013 8 2.8% — — — 76 12.5% 51 67.1% 8.4%2014 6 1.8% — — — 60 9.9% 47 78.3% 7.8%



Palmer High School 2012 3 1.1% — — — 21 5.9% 10 47.6% 2.8%


53




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




2013 7 3.4% — — — 31 9.9% 16 51.6% 5.1%2014 3 1.1% — — — 17 5.3% 15 88.2% 4.7%


2012 9 1.2% — — — 66 5.8% 50 75.8% 4.4%2013 8 1.1% — — — 67 6.2% 52 77.6% 4.8%2014 4 0.5% — — — 88 7.9% 70 79.5% 6.3%

Quaboag Regional Middle High School2012 7 2.3% — — — 14 4.1% 11 78.6% 3.2%2013 4 1.4% — — — 19 6.5% 6 31.6% 2.1%2014 8 3.9% — — — 19 9.6% 12 63.2% 6.1%



Salem Academy Charter School2012 4 1.9% — — — 5 3.5% — — —2013 4 2.4% — — — 7 4.4% — — —2014 3 1.4% — — — 8 4.1% — — —

South Hadley High School2012 9 4.2% — — — 46 10.0% 21 45.7% 4.6%2013 6 3.1% — — — 41 10.0% 32 78.0% 7.8%2014 6 2.5% — — — 39 9.8% 22 56.4% 5.5%



2012 2 0.1% — — — 5 2.3% — — —2013 15 1.3% 4 26.7% 0.4% 6 3.1% — — —2014 14 1.0% 3 21.4% 0.2% 5 2.1% — — —


Ware Junior Senior High School 2012 0 0.0% — — — 2 0.8% — — —2013 1 0.4% — — — 8 3.6% — — —


54




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




2014 0 0.0% — — — 1 0.4% — — —

West Springfield High School2012 1 0.1% — — — 13 2.1% 13 100.0% 2.1%2013 9 1.4% — — — 20 3.8% 14 70.0% 2.7%2014 12 1.6% 4 33.3% 0.5% 21 4.2% 15 71.4% 3.0%

Winthrop High School2012 7 3.3% — — — 37 11.7% 15 40.5% 4.8%2013 18 8.4% 7 38.9% 3.3% 54 16.9% 26 48.1% 8.2%2014 19 8.0% 6 31.6% 2.5% 46 13.7% 18 39.1% 5.4%




2012 82 6.9% 34 41.5% 2.9% 39 17.2% 21 53.8% 9.3%2013 69 6.5% 21 30.4% 2.0% 33 15.5% 18 54.5% 8.5%2014 97 8.3% 40 41.2% 3.4% 25 13.8% 12 48.0% 6.6%



55


Table B-4. SCIENCE—Number and Percentage of High Need & Non-High Need Students Taking and Passing AP Exams SY11–12 to SY13–14


Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




All Schools2012 616 2.2% 213 34.6% 0.8% 1,372 6.6% 714 52.0% 3.5%2013 787 3.2% 296 37.6% 1.2% 1,544 8.2% 848 54.9% 4.5%2014 865 3.0% 295 34.1% 1.0% 1,520 8.1% 869 57.2% 4.6%

Agawam High School2012 10 2.3% 6 60.0% 1.4% 65 6.8% 37 56.9% 3.9%2013 9 2.2% — — — 72 8.2% 53 73.6% 6.0%2014 11 2.2% 3 27.3% 0.6% 73 8.6% 43 58.9% 5.1%

Athol High School2012 10 3.7% 1 10.0% 0.4% 9 5.4% — — —2013 7 3.3% — — — 13 8.6% 5 38.5% 3.3%2014 2 0.7% — — — 4 2.0% — — —


Bellingham High School2012 3 1.3% — — — 39 7.8% 7 17.9% 1.4%2013 6 2.9% — — — 38 8.5% 19 50.0% 4.3%2014 1 0.4% — — — 41 8.7% 17 41.5% 3.6%


2012 12 2.7% 2 16.7% 0.4% 0 0.0% — — —2013 16 3.9% 3 18.8% 0.7% 2 2.9% — — —2014 0 0.0% — — — 0 0.0% — — —

Boston–Brighton High School2012 28 2.4% 1 3.6% 0.1% 7 4.0% — — —2013 7 0.8% — — — 3 1.8% — — —2014 24 2.2% 2 8.3% 0.2% 2 3.8% — — —


2012 7 1.9% — — — 4 6.0% — — —2013 11 3.3% 0 0.0% 0.0% 2 2.6% — — —2014 7 1.6% — — — 1 4.3% — — —



2012 6 3.5% — — — 7 11.9% — — —2013 9 4.5% — — — 8 11.9% — — —2014 14 4.6% 0 0.0% 0.0% 3 7.3% — — —


56




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 50 5.1% 26 52.0% 2.7% 22 5.6% 6 27.3% 1.5%2013 53 5.2% 23 43.4% 2.3% 21 6.8% 7 33.3% 2.3%2014 73 6.4% 22 30.1% 1.9% 9 3.5% — — —

Boston–New Mission High School2012 14 6.2% 1 7.1% 0.4% 5 12.5% — — —2013 15 6.9% 0 0.0% 0.0% 5 10.4% — — —2014 26 9.8% 4 15.4% 1.5% 3 7.1% — — —

Boston Collegiate Charter School2012 0 0.0% — — — 0 0.0% — — —2013 0 0.0% — — — 0 0.0% — — —2014 0 0.0% — — — 0 0.0% — — —



Dedham High School2012 1 0.3% — — — 17 3.7% 11 64.7% 2.4%2013 11 3.4% 5 45.5% 1.6% 44 9.7% 27 61.4% 5.9%2014 15 4.3% 5 33.3% 1.4% 43 9.7% 19 44.2% 4.3%


Dracut High School2012 2 0.7% — — — 47 4.9% 22 46.8% 2.3%2013 5 2.2% — — — 48 6.1% 29 60.4% 3.7%2014 5 1.7% — — — 51 6.0% 36 70.6% 4.2%

Easthampton High School2012 1 0.5% — — — 7 2.4% — — —2013 3 1.6% — — — 5 1.8% — — —2014 1 0.5% — — — 8 2.8% — — —



2012 0 0.0% — — — 3 2.1% — — —2013 1 0.7% — — — 8 5.9% — — —2014 2 1.1% — — — 3 2.3% — — —


57




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Greenfield High School2012 2 0.6% — — — 10 5.3% 1 10.0% 0.5%2013 4 1.3% — — — 5 3.0% — — —2014 7 2.0% — — — 11 5.6% 5 45.5% 2.6%


Marlborough High School2012 8 1.3% — — — 54 8.7% 41 75.9% 6.6%2013 24 4.3% 11 45.8% 2.0% 82 14.1% 52 63.4% 8.9%2014 20 3.3% 13 65.0% 2.1% 62 11.7% 36 58.1% 6.8%

Mashpee High School2012 3 1.6% — — — 42 13.8% 17 40.5% 5.6%2013 8 5.0% — — — 33 12.2% 13 39.4% 4.8%2014 5 2.5% — — — 35 13.0% 18 51.4% 6.7%


2012 1 0.8% — — — 43 6.8% 25 58.1% 4.0%2013 1 0.6% — — — 38 6.7% 32 84.2% 5.6%2014 2 1.2% — — — 57 10.8% 40 70.2% 7.6%


Middleborough High School2012 7 1.8% — — — 29 4.9% 16 55.2% 2.7%2013 12 3.9% 3 25.0% 1.0% 44 8.6% 17 38.6% 3.3%2014 2 0.5% — — — 23 4.2% 12 52.2% 2.2%

Narragansett Regional High School2012 1 0.6% — — — 16 5.2% 14 87.5% 4.5%2013 0 0.0% — — — 25 6.8% 15 60.0% 4.1%2014 0 0.0% — — — 4 1.4% — — —





58




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Palmer High School2012 0 0.0% — — — 6 1.7% — — —2013 0 0.0% — — — 10 3.2% 5 50.0% 1.6%2014 0 0.0% — — — 4 1.3% — — —


2012 13 1.7% 7 53.8% 0.9% 90 7.9% 59 65.6% 5.2%2013 15 2.2% 12 80.0% 1.7% 126 11.7% 75 59.5% 7.0%2014 8 1.0% — — — 117 10.6% 90 76.9% 8.1%

Quaboag Regional Middle High School2012 2 0.7% — — — 7 2.1% — — —2013 2 0.7% — — — 10 3.4% 5 50.0% 1.7%2014 0 0.0% — — — 7 3.5% — — —




South Hadley High School2012 9 4.2% — — — 37 8.1% 14 37.8% 3.1%2013 12 6.1% 6 50.0% 3.1% 62 15.2% 21 33.9% 5.1%2014 13 5.5% 5 38.5% 2.1% 62 15.6% 25 40.3% 6.3%



2012 14 1.0% 0 0.0% 0.0% 2 0.9% — — —2013 20 1.8% 3 15.0% 0.3% 8 4.2% — — —2014 22 1.5% 2 9.1% 0.1% 5 2.1% — — —


Ware Junior Senior High School2012 3 1.0% — — — 7 2.7% — — —2013 3 1.2% — — — 14 6.2% 9 64.3% 4.0%2014 1 0.3% — — — 9 3.8% — — —


59




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




West Springfield High School2012 7 1.0% — — — 15 2.5% 11 73.3% 1.8%2013 17 2.6% 4 23.5% 0.6% 34 6.5% 13 38.2% 2.5%2014 13 1.7% 4 30.8% 0.5% 23 4.6% 6 26.1% 1.2%



Worcester–North High School2012 28 2.6% 13 46.4% 1.2% 7 3.9% — — —2013 27 2.5% 16 59.3% 1.5% 6 3.5% — — —2014 29 2.3% 14 48.3% 1.1% 6 3.8% — — —


2012 40 3.4% 13 32.5% 1.1% 16 7.0% 8 50.0% 3.5%2013 48 4.5% 20 41.7% 1.9% 16 7.5% 12 75.0% 5.6%2014 83 7.1% 18 21.7% 1.5% 20 11.0% 9 45.0% 5.0%

Worcester–Technical High School2012 10 1.0% 1 10.0% 0.1% 7 1.7% — — —2013 27 2.8% 2 7.4% 0.2% 17 4.5% 4 23.5% 1.1%2014 38 3.7% 1 2.6% 0.1% 37 9.6% 5 13.5% 1.3%


60

Year 2 Advancing STEM AP Final Report Appendix C

Appendix C

Appendix C

AP Exam Taking and Passingby Gender

At Least One (ELA/Mathematics/Science)ELA

MathematicsScience


61


Table C-1. AT LEAST 1—Number and Percentage of Female and Male Students Taking and Passing AP Exams SY11–12 to SY13–14

District/School Female Male# Taking

Exam% Taking

Exam# Takers


Scoring ≥ 3% Female Scoring ≥ 3

# Taking Exam

% Taking Exam



% Male Scoring ≥ 3

All Schools2012 3,437 14.5% 1,691 49.2% 7.1% 2,226 9.1% 1,270 57.1% 5.2%2013 3,935 18.2% 1,846 46.9% 8.5% 2,496 11.3% 1,344 53.8% 6.1%2014 3,819 16.3% 1,813 47.5% 7.8% 2,573 10.6% 1,369 53.2% 5.6%


Athol High School2012 37 17.9% 14 37.8% 6.8% 27 11.9% 10 37.0% 4.4%2013 35 20.0% 14 40.0% 8.0% 26 13.8% 13 50.0% 6.9%2014 29 13.1% 11 37.9% 5.0% 29 10.7% 12 41.4% 4.4%




2012 51 18.7% 9 17.6% 3.3% 27 11.5% 9 33.3% 3.8%2013 81 30.0% 7 8.6% 2.6% 26 12.2% 12 46.2% 5.6%2014 54 17.5% 8 14.8% 2.6% 22 8.9% 9 40.9% 3.7%

Boston–Brighton High School2012 49 8.1% 6 12.2% 1.0% 31 4.1% 7 22.6% 0.9%2013 47 9.4% 11 23.4% 2.2% 29 5.0% 5 17.2% 0.9%2014 54 10.2% 3 5.6% 0.6% 25 4.0% 2 8.0% 0.3%


2012 27 12.4% 0 0.0% 0.0% 23 10.1% 0 0.0% 0.0%2013 30 14.2% 0 0.0% 0.0% 18 8.9% 3 16.7% 1.5%2014 20 8.2% 1 5.0% 0.4% 18 8.0% 1 5.6% 0.4%



2012 47 30.9% 3 6.4% 2.0% 15 19.5% 1 6.7% 1.3%2013 29 16.0% 7 24.1% 3.9% 14 16.3% 1 7.1% 1.2%2014 58 24.5% 10 17.2% 4.2% 15 13.6% 2 13.3% 1.8%


62




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 120 15.6% 49 40.8% 6.4% 76 12.6% 41 53.9% 6.8%2013 138 18.7% 59 42.8% 8.0% 87 14.9% 45 51.7% 7.7%2014 151 19.3% 56 37.1% 7.1% 81 13.1% 51 63.0% 8.3%




Danvers High School2012 97 17.2% 73 75.3% 12.9% 61 11.9% 46 75.4% 9.0%2013 109 20.5% 59 54.1% 11.1% 67 13.4% 41 61.2% 8.2%2014 108 19.5% 76 70.4% 13.7% 86 15.9% 63 73.3% 11.7%


Douglas High School2012 44 13.9% 24 54.5% 7.6% 20 6.1% 14 70.0% 4.3%2013 51 17.7% 32 62.7% 11.1% 30 10.2% 21 70.0% 7.1%2014 46 14.4% 33 71.7% 10.3% 38 12.3% 33 86.8% 10.7%

Dracut High School2012 56 9.2% 35 62.5% 5.8% 37 5.8% 28 75.7% 4.4%2013 100 19.5% 67 67.0% 13.1% 32 6.3% 24 75.0% 4.8%2014 74 13.4% 52 70.3% 9.4% 41 6.9% 34 82.9% 5.7%




63




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 9 5.5% — — — 21 12.4% 15 71.4% 8.9%2013 24 17.3% 11 45.8% 7.9% 12 8.3% 9 75.0% 6.3%2014 13 8.1% 9 69.2% 5.6% 12 7.5% 8 66.7% 5.0%






2012 59 15.1% 53 89.8% 13.6% 36 9.8% 28 77.8% 7.6%2013 61 16.2% 50 82.0% 13.3% 32 9.2% 27 84.4% 7.7%2014 59 16.7% 52 88.1% 14.7% 57 16.9% 49 86.0% 14.5%



Narragansett Regional High School2012 52 20.8% 30 57.7% 12.0% 16 7.4% 11 68.8% 5.1%2013 53 22.4% 36 67.9% 15.2% 14 7.5% 9 64.3% 4.8%2014 29 12.9% 18 62.1% 8.0% 17 8.8% 11 64.7% 5.7%



64




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




Northbridge High School2012 65 18.2% 37 56.9% 10.4% 33 9.5% 22 66.7% 6.3%2013 92 26.7% 59 64.1% 17.2% 29 8.6% 19 65.5% 5.7%2014 74 22.3% 49 66.2% 14.8% 31 8.6% 22 71.0% 6.1%

Norton High School2012 83 21.0% 58 69.9% 14.7% 61 13.8% 42 68.9% 9.5%2013 68 20.9% 38 55.9% 11.7% 45 12.5% 34 75.6% 9.4%2014 53 13.9% 29 54.7% 7.6% 41 10.1% 25 61.0% 6.1%

Palmer High School2012 49 15.1% 22 44.9% 6.8% 25 8.5% 11 44.0% 3.8%2013 53 19.2% 26 49.1% 9.4% 22 9.2% 15 68.2% 6.3%2014 37 12.4% 25 67.6% 8.4% 18 6.0% 14 77.8% 4.7%


2012 125 13.3% 86 68.8% 9.1% 80 8.2% 64 80.0% 6.6%2013 138 15.6% 92 66.7% 10.4% 103 11.5% 82 79.6% 9.2%2014 173 18.8% 118 68.2% 12.8% 110 11.4% 87 79.1% 9.0%




Salem Academy Charter School2012 13 7.3% 4 30.8% 2.2% 6 3.4% — — —2013 11 6.7% 5 45.5% 3.0% 9 5.5% — — —2014 9 4.6% — — — 14 6.9% 9 64.3% 4.4%




65




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 24 3.3% 3 12.5% 0.4% 21 2.5% 9 42.9% 1.1%2013 36 6.0% 5 13.9% 0.8% 44 6.0% 6 13.6% 0.8%2014 36 4.8% 4 11.1% 0.5% 34 3.7% 5 14.7% 0.5%

Uxbridge High School2012 40 18.2% 25 62.5% 11.4% 39 15.1% 34 87.2% 13.1%2013 44 19.0% 23 52.3% 10.0% 41 17.2% 23 56.1% 9.6%2014 38 14.2% 20 52.6% 7.5% 27 9.9% 20 74.1% 7.4%

Ware Junior Senior High School2012 23 8.1% 7 30.4% 2.5% 8 2.9% — — —2013 28 11.7% 11 39.3% 4.6% 13 5.5% 6 46.2% 2.5%2014 20 7.2% 11 55.0% 4.0% 6 2.2% — — —






2012 114 17.8% 47 41.2% 7.3% 99 12.8% 44 44.4% 5.7%2013 103 18.0% 41 39.8% 7.2% 90 12.9% 38 42.2% 5.4%2014 134 21.6% 53 39.6% 8.5% 116 15.8% 31 26.7% 4.2%



66


Table C-2. ELA—Number and Percentage of Female and Male Students Taking and Passing AP Exams SY11–12 to SY13–14


Exam% Taking

Exam# Takers


Scoring ≥ 3% Females Scoring ≥ 3

# Taking Exam

% Taking Exam



% Males Scoring ≥ 3

All Schools2012 2,497 10.5% 1,253 50.2% 5.3% 1,273 5.2% 712 55.9% 2.9%2013 2,868 13.3% 1,326 46.2% 6.1% 1,431 6.5% 708 49.5% 3.2%2014 2,737 11.7% 1,266 46.3% 5.4% 1,375 5.7% 653 47.5% 2.7%


Athol High School2012 29 14.0% 12 41.4% 5.8% 17 7.5% 5 29.4% 2.2%2013 22 12.6% 8 36.4% 4.6% 15 7.9% 9 60.0% 4.8%2014 22 10.0% 8 36.4% 3.6% 9 3.3% — — —




2012 50 18.3% 7 14.0% 2.6% 23 9.8% 2 8.7% 0.9%2013 65 24.1% 4 6.2% 1.5% 19 8.9% 5 26.3% 2.3%2014 53 17.2% 5 9.4% 1.6% 15 6.1% 2 13.3% 0.8%



2012 22 10.1% 0 0.0% 0.0% 20 8.8% 0 0.0% 0.0%2013 25 11.8% 0 0.0% 0.0% 14 6.9% 2 14.3% 1.0%2014 16 6.6% 1 6.3% 0.4% 15 6.7% 0 0.0% 0.0%



2012 27 17.8% 2 7.4% 1.3% 8 10.4% — — —2013 17 9.4% 5 29.4% 2.8% 3 3.5% — — —2014 45 19.0% 10 22.2% 4.2% 11 10.0% 1 9.1% 0.9%


67




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 71 9.3% 30 42.3% 3.9% 35 5.8% 21 60.0% 3.5%2013 84 11.4% 31 36.9% 4.2% 37 6.3% 14 37.8% 2.4%2014 82 10.5% 30 36.6% 3.8% 34 5.5% 18 52.9% 2.9%






Douglas High School2012 21 6.6% 14 66.7% 4.4% 8 2.4% — — —2013 31 10.8% 21 67.7% 7.3% 15 5.1% 10 66.7% 3.4%2014 29 9.1% 21 72.4% 6.6% 20 6.5% 17 85.0% 5.5%





68




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 4 2.5% — — — 11 6.5% 6 54.5% 3.6%2013 15 10.8% 7 46.7% 5.0% 5 3.5% — — —2014 8 5.0% — — — 5 3.1% — — —






2012 47 12.0% 44 93.6% 11.3% 14 3.8% 14 100.0% 3.8%2013 45 11.9% 39 86.7% 10.3% 16 4.6% 15 93.8% 4.3%2014 40 11.3% 37 92.5% 10.5% 21 6.2% 19 90.5% 5.6%



Narragansett Regional High School2012 41 16.4% 27 65.9% 10.8% 10 4.7% 8 80.0% 3.7%2013 48 20.3% 30 62.5% 12.7% 11 5.9% 6 54.5% 3.2%2014 21 9.3% 15 71.4% 6.7% 11 5.7% 7 63.6% 3.6%



69




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam






Palmer High School2012 42 12.9% 16 38.1% 4.9% 20 6.8% 10 50.0% 3.4%2013 41 14.9% 19 46.3% 6.9% 19 7.9% 12 63.2% 5.0%2014 33 11.0% 20 60.6% 6.7% 14 4.7% 8 57.1% 2.7%


2012 71 7.5% 54 76.1% 5.7% 30 3.1% 28 93.3% 2.9%2013 68 7.7% 49 72.1% 5.5% 38 4.3% 31 81.6% 3.5%2014 92 10.0% 58 63.0% 6.3% 50 5.2% 36 72.0% 3.7%




Salem Academy Charter School2012 11 6.1% 4 36.4% 2.2% 5 2.8% — — —2013 10 6.1% 5 50.0% 3.0% 6 3.7% — — —2014 8 4.1% — — — 12 5.9% 8 66.7% 3.9%




70




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 23 3.2% 3 13.0% 0.4% 15 1.8% 9 60.0% 1.1%2013 33 5.5% 2 6.1% 0.3% 23 3.2% 3 13.0% 0.4%2014 31 4.1% 2 6.5% 0.3% 21 2.3% 3 14.3% 0.3%

Uxbridge High School2012 28 12.7% 20 71.4% 9.1% 19 7.3% 16 84.2% 6.2%2013 25 10.8% 16 64.0% 6.9% 16 6.7% 11 68.8% 4.6%2014 20 7.5% 11 55.0% 4.1% 4 1.5% — — —

Ware Junior Senior High School2012 19 6.7% 2 10.5% 0.7% 6 2.2% — — —2013 19 7.9% 4 21.1% 1.7% 11 4.6% 2 18.2% 0.8%2014 15 5.4% 7 46.7% 2.5% 4 1.4% — — —






2012 69 10.8% 19 27.5% 3.0% 44 5.7% 20 45.5% 2.6%2013 59 10.3% 23 39.0% 4.0% 38 5.4% 18 47.4% 2.6%2014 78 12.6% 25 32.1% 4.0% 51 6.9% 5 9.8% 0.7%

Worcester–Technical High School

2012 42 5.9% 22 52.4% 3.1% 16 2.4% 6 37.5% 0.9%

2013 44 6.2% 18 40.9% 2.5% 15 2.4% 7 46.7% 1.1%

2014 39 5.2% 15 38.5% 2.0% 16 2.5% 5 31.3% 0.8%


71


Table C-3. MATHEMATICS—Number and Percentage of Female and Male Students Taking and Passing AP Exams SY11–12 to SY13–14


Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam




All Schools2012 1,100 4.6% 489 44.5% 2.1% 1,010 4.1% 550 54.5% 2.2%2013 1,307 6.1% 508 38.9% 2.4% 1,148 5.2% 576 50.2% 2.6%2014 1,262 5.4% 558 44.2% 2.4% 1,117 4.6% 602 53.9% 2.5%


Athol High School2012 9 4.3% — — — 12 5.3% 6 50.0% 2.7%2013 8 4.6% — — — 10 5.3% 3 30.0% 1.6%2014 11 5.0% 4 36.4% 1.8% 23 8.5% 7 30.4% 2.6%


Bellingham High School2012 10 2.9% 4 40.0% 1.2% 9 2.4% — — —2013 11 3.6% 6 54.5% 2.0% 14 4.0% 6 42.9% 1.7%2014 9 2.7% — — — 12 3.3% 3 25.0% 0.8%


2012 12 4.4% 3 25.0% 1.1% 12 5.1% 6 50.0% 2.6%2013 40 14.8% 4 10.0% 1.5% 17 8.0% 7 41.2% 3.3%2014 28 9.1% 3 10.7% 1.0% 12 4.9% 8 66.7% 3.3%



2012 11 5.1% 0 0.0% 0.0% 13 5.7% 0 0.0% 0.0%2013 17 8.0% 0 0.0% 0.0% 11 5.4% 2 18.2% 1.0%2014 5 2.0% — — — 5 2.2% — — —



2012 25 16.4% 1 4.0% 0.7% 7 9.1% — — —2013 12 6.6% 1 8.3% 0.6% 10 11.6% 1 10.0% 1.2%2014 19 8.0% 0 0.0% 0.0% 6 5.5% — — —


72




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 45 5.9% 16 35.6% 2.1% 38 6.3% 16 42.1% 2.6%2013 49 6.6% 26 53.1% 3.5% 50 8.6% 25 50.0% 4.3%2014 48 6.1% 22 45.8% 2.8% 42 6.8% 29 69.0% 4.7%

Boston–New Mission High School2012 16 11.9% 2 12.5% 1.5% 8 6.0% — — —2013 14 10.4% 0 0.0% 0.0% 11 8.4% 3 27.3% 2.3%2014 19 12.3% 0 0.0% 0.0% 6 3.9% — — —

Boston Collegiate Charter School2012 5 1.5% — — — 2 0.7% — — —2013 17 5.4% 4 23.5% 1.3% 15 5.3% 8 53.3% 2.8%2014 19 5.2% 6 31.6% 1.7% 9 2.8% — — —




Douglas High School2012 17 5.4% 11 64.7% 3.5% 9 2.7% — — —2013 32 11.1% 17 53.1% 5.9% 18 6.1% 10 55.6% 3.4%2014 24 7.5% 16 66.7% 5.0% 24 7.8% 21 87.5% 6.8%


Easthampton High School2012 10 4.1% 10 100.0% 4.1% 4 1.7% 4 100.0% 1.7%2013 5 2.1% — — — 5 2.3% — — —2014 13 5.2% 11 84.6% 4.4% 19 8.0% 16 84.2% 6.7%



73




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 5 3.1% — — — 12 7.1% 10 83.3% 5.9%2013 9 6.5% — — — 8 5.6% — — —2014 5 3.1% — — — 8 5.0% — — —

Greenfield High School2012 11 4.1% 3 27.3% 1.1% 12 4.5% 8 66.7% 3.0%2013 8 3.3% — — — 10 4.1% 7 70.0% 2.9%2014 13 4.7% 5 38.5% 1.8% 8 2.9% — — —



Mashpee High School2012 19 7.5% 4 21.1% 1.6% 15 6.3% 4 26.7% 1.7%2013 31 13.9% 3 9.7% 1.3% 17 8.2% 7 41.2% 3.4%2014 13 5.5% 8 61.5% 3.4% 5 2.1% — — —


2012 19 4.9% 13 68.4% 3.3% 11 3.0% 11 100.0% 3.0%2013 20 5.3% 16 80.0% 4.2% 21 6.0% 18 85.7% 5.2%2014 28 7.9% 22 78.6% 6.2% 28 8.3% 26 92.9% 7.7%



Narragansett Regional High School2012 16 6.4% 5 31.3% 2.0% 8 3.7% — — —2013 25 10.5% 9 36.0% 3.8% 5 2.7% — — —2014 17 7.6% 6 35.3% 2.7% 6 3.1% — — —



74




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam






Palmer High School2012 16 4.9% 8 50.0% 2.5% 8 2.7% — — —2013 23 8.3% 13 56.5% 4.7% 15 6.3% 8 53.3% 3.3%2014 11 3.7% 8 72.7% 2.7% 9 3.0% — — —


2012 36 3.8% 23 63.9% 2.4% 39 4.0% 33 84.6% 3.4%2013 30 3.4% 20 66.7% 2.3% 45 5.0% 37 82.2% 4.1%2014 48 5.2% 37 77.1% 4.0% 44 4.6% 36 81.8% 3.7%

Quaboag Regional Middle High School2012 9 2.8% — — — 12 3.8% 9 75.0% 2.8%2013 13 4.5% 3 23.1% 1.0% 10 3.6% 4 40.0% 1.4%2014 18 8.6% 8 44.4% 3.8% 9 4.7% — — —







75




Exam% Taking

Exam# Takers



# Taking Exam

% Taking Exam





2012 3 0.4% — — — 4 0.5% — — —2013 5 0.8% — — — 16 2.2% 4 25.0% 0.5%2014 9 1.2% — — — 10 1.1% 2 20.0% 0.2%

Uxbridge High School2012 7 3.2% — — — 19 7.3% 17 89.5% 6.6%2013 12 5.2% 5 41.7% 2.2% 28 11.7% 18 64.3% 7.5%2014 17 6.4% 11 64.7% 4.1% 10 3.7% 7 70.0% 2.6%

Ware Junior Senior High School2012 0 0.0% — — — 2 0.7% — — —2013 7 2.9% — — — 2 0.8% — — —2014 1 0.4% — — — 0 0.0% — — —






2012 61 9.5% 31 50.8% 4.8% 60 7.8% 24 40.0% 3.1%2013 49 8.6% 21 42.9% 3.7% 53 7.6% 18 34.0% 2.6%2014 71 11.5% 33 46.5% 5.3% 51 6.9% 19 37.3% 2.6%



76


Table C-4. SCIENCE—Number and Percentage of Female and Male Students Taking and Passing AP Exams SY11–12 to SY13–14District/School Female Male

# Taking Exam

% Taking Exam



% Females Scoring ≥ 3

# Taking Exam

% Taking Exam




All Schools2012 1,073 4.5% 413 38.5% 1.7% 915 3.7% 514 56.2% 2.1%2013 1,350 6.3% 578 42.8% 2.7% 981 4.5% 566 57.7% 2.6%2014 1,241 5.3% 530 42.7% 2.3% 1,144 4.7% 634 55.4% 2.6%


Athol High School2012 9 4.3% — — — 10 4.4% 2 20.0% 0.9%2013 13 7.4% 7 53.8% 4.0% 7 3.7% — — —2014 0 0.0% — — — 6 2.2% — — —




2012 6 2.2% — — — 6 2.6% — — —2013 15 5.6% 2 13.3% 0.7% 3 1.4% — — —2014 0 0.0% — — — 0 0.0% — — —

Boston–Brighton High School2012 26 4.3% 2 7.7% 0.3% 9 1.2% — — —2013 2 0.4% — — — 8 1.4% — — —2014 17 3.2% 1 5.9% 0.2% 9 1.4% — — —


2012 7 3.2% — — — 4 1.8% — — —2013 8 3.8% — — — 5 2.5% — — —2014 5 2.0% — — — 3 1.3% — — —

Boston–East Boston High School2012 20 2.9% 1 5.0% 0.1% 7 0.8% — — —2013 38 6.6% 3 7.9% 0.5% 13 1.8% 3 23.1% 0.4%2014 17 2.5% 2 11.8% 0.3% 8 0.9% — — —


2012 13 8.6% 0 0.0% 0.0% 0 0.0% — — —2013 13 7.2% 2 15.4% 1.1% 4 4.7% — — —2014 13 5.5% 1 7.7% 0.4% 4 3.6% — — —


2012 44 5.7% 14 31.8% 1.8% 28 4.6% 18 64.3% 3.0%2013 48 6.5% 15 31.3% 2.0% 26 4.5% 15 57.7% 2.6%2014 52 6.6% 8 15.4% 1.0% 30 4.9% 15 50.0% 2.4%


77



# Taking Exam

% Taking Exam




# Taking Exam

% Taking Exam




Boston–New Mission High School2012 12 9.0% 0 0.0% 0.0% 7 5.3% — — —2013 13 9.7% 0 0.0% 0.0% 7 5.3% — — —2014 13 8.4% 0 0.0% 0.0% 16 10.5% 4 25.0% 2.6%

Boston Collegiate Charter School2012 0 0.0% — — — 0 0.0% — — —2013 0 0.0% — — — 0 0.0% — — —2014 0 0.0% — — — 0 0.0% — — —



Dedham High School2012 12 3.0% 7 58.3% 1.7% 6 1.5% — — —2013 31 8.5% 17 54.8% 4.6% 24 5.9% 15 62.5% 3.7%2014 33 8.9% 12 36.4% 3.2% 25 6.0% 12 48.0% 2.9%

Douglas High School2012 15 4.7% 1 6.7% 0.3% 8 2.4% — — —2013 13 4.5% 9 69.2% 3.1% 17 5.8% 13 76.5% 4.4%2014 8 2.5% — — — 17 5.5% 15 88.2% 4.9%


Easthampton High School2012 5 2.0% — — — 3 1.3% — — —2013 4 1.7% — — — 4 1.8% — — —2014 0 0.0% — — — 9 3.8% — — —



2012 1 0.6% — — — 2 1.2% — — —2013 4 2.9% — — — 5 3.5% — — —2014 3 1.9% — — — 2 1.3% — — —

Greenfield High School 2012 1 0.4% — — — 11 4.1% 1 9.1% 0.4%


78



# Taking Exam

% Taking Exam




# Taking Exam

% Taking Exam




2013 4 1.7% — — — 5 2.0% — — —2014 5 1.8% — — — 13 4.7% 9 69.2% 3.3%





2012 18 4.6% 10 55.6% 2.6% 26 7.0% 16 61.5% 4.3%2013 24 6.4% 19 79.2% 5.0% 15 4.3% 14 93.3% 4.0%2014 23 6.5% 17 73.9% 4.8% 36 10.7% 24 66.7% 7.1%



Narragansett Regional High School2012 9 3.6% — — — 8 3.7% — — —2013 22 9.3% 14 63.6% 5.9% 3 1.6% — — —2014 0 0.0% — — — 4 2.1% — — —


Northbridge High School2012 23 6.4% 3 13.0% 0.8% 16 4.6% 11 68.8% 3.2%2013 29 8.4% 12 41.4% 3.5% 15 4.5% 7 46.7% 2.1%2014 16 4.8% 6 37.5% 1.8% 8 2.2% — — —

Norton High School2012 11 2.8% 7 63.6% 1.8% 9 2.0% — — —2013 25 7.7% 15 60.0% 4.6% 17 4.7% 14 82.4% 3.9%2014 18 4.7% 15 83.3% 3.9% 4 1.0% — — —

Palmer High School 2012 3 0.9% — — — 3 1.0% — — —


79



# Taking Exam

% Taking Exam




# Taking Exam

% Taking Exam




2013 3 1.1% — — — 7 2.9% — — —2014 1 0.3% — — — 3 1.0% — — —


2012 55 5.8% 33 60.0% 3.5% 48 4.9% 33 68.8% 3.4%2013 76 8.6% 41 53.9% 4.6% 65 7.3% 46 70.8% 5.2%2014 67 7.3% 46 68.7% 5.0% 58 6.0% 48 82.8% 5.0%

Quaboag Regional Middle High School2012 4 1.2% — — — 5 1.6% — — —2013 8 2.8% — — — 4 1.4% — — —2014 6 2.9% — — — 1 0.5% — — —







2012 6 0.8% — — — 10 1.2% 0 0.0% 0.0%2013 10 1.7% 2 20.0% 0.3% 18 2.5% 2 11.1% 0.3%2014 12 1.6% 1 8.3% 0.1% 15 1.6% 2 13.3% 0.2%

Uxbridge High School2012 11 5.0% 5 45.5% 2.3% 10 3.9% 8 80.0% 3.1%2013 14 6.1% 6 42.9% 2.6% 13 5.4% 4 30.8% 1.7%2014 10 3.7% 3 30.0% 1.1% 16 5.9% 12 75.0% 4.4%

Ware Junior Senior High School 2012 10 3.5% 5 50.0% 1.8% 0 0.0% — — —2013 12 5.0% 8 66.7% 3.3% 5 2.1% — — —


80



# Taking Exam

% Taking Exam




# Taking Exam

% Taking Exam




2014 7 2.5% — — — 3 1.1% — — —






2012 18 2.8% 5 27.8% 0.8% 38 4.9% 16 42.1% 2.1%2013 30 5.3% 13 43.3% 2.3% 34 4.9% 19 55.9% 2.7%2014 45 7.3% 11 24.4% 1.8% 58 7.9% 16 27.6% 2.2%



81

evaluation of the statewide stem advanced placement ... · web view2,332 8.1% 35.1% 2.8% 4,060...

Documents